Enhancing Lessons on the Internet of Things in Science, Technology, Engineering, and Medical Education with a Remote Lab

Abstract

Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab's settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment.

Keywords: education; educational technology; formative feedback; generative artificial intelligence; hands-on learning; interactive learning; internet of things; project-based learning; remote laboratory; technology-enhanced learning; user–computer interface.

Figure 1

A specification of identified and categorized requirements in our presented efforts.

Figure 2

Lab’s architecture.

Figure 3

(a) An example schematic of a physical implementation of the physical side of the IoTRemoteLab lab comprising temperature/humidity, ultra-sonic (passive infrared), and proximity/distance (ultra-sonic) sensors and actuators such as an LED, a buzzer, and a fan that can be remotely controlled. A camera is integrated both as a sensor capturing pictures from the environment and as an actuator recording while some specific sensors are stimulated. (b) Steps in the IoTRemoteLab learning flow showing the whole set of interactions with IoTRemoteLab, from the creation of an experimental exercise by a lecturer to the feedback that the students can submit through the central interactions consisting of understanding how sensors and actuators react when they are stimulated or activated. (c) Steps of three experiments (A, B, and C), wherein the students select and load these experiments, and in each one stimulate sensors (A: a temperature and humidity sensor; B: an ultra-sonic sensor and a microphone; C: a temperature and humidity sensor and a passive infrared sensor), activate actuators (A: a buzzer; B: a camera and an LED; C: a fan and a camera), and then visualize on relevant dashboards the results of their actions (stimulating sensors and so activating actuators).

Figure 4

A student touching a screen interfaced with the IoTRemoteLab’s software (v1.0) to interact with the hardware (photo extracted from the video “IoTRemoteLab” [40]).

Figure 5

A screenshot of the IoTRemoteLab’s software (v1.0)showing the IoT hardware used for an experiment in real-time (photo extracted from the video “IoTRemoteLab” [40]).