Madni Syed Hamid Hussain, Ali Javed, Husnain Hafiz Ali, Masum Maidul Hasan, Mustafa Saad, Shuja Junaid, Maray Mohammed, Hosseini Samira
School of Computing, Faculty of Engineering, Universiti Teknologi Malaysia, Skudai, Malaysia.
College of Computing Informatics, Saudi Electronic University, Madina, Saudi Arabia.
Front Psychol. 2022 Jul 8;13:915596. doi: 10.3389/fpsyg.2022.915596. eCollection 2022.
The internet of things (IoT) is an emerging paradigm of educational applications and innovative technology in the current era. While capabilities are increasing day by day, there are still many limitations and challenges to utilizing these technologies within E-Learning in higher educational institutes (HEIs). The IoT is well-implemented in the United States of America (USA), United Kingdom (UK), Japan, and China but not in developing countries, including Saudi Arabia, Malaysia, Pakistan, Bangladesh, etc. Few studies have investigated the adoption of IoT in E-Learning within developing countries. Therefore, this research aims to examine the factors influencing IoT adoption for E-Learning to be utilized in HEIs. Further, an adoption model is proposed for IoT-based E-Learning in the contexts of developing countries and provides recommendations for enhancing the IoT adoption for E-Learning in HEIs. The IoT-based E-Learning model categorizes these influencing factors into four groups: individual, organizational, environmental, and technological. Influencing factors are compared along with a detailed description in order to determine which factors should be prioritized for efficient IoT-based E-Learning in HEIs. We identify the privacy (27%), infrastructure readiness (24%), financial constraints (24%), ease of use (20%), support of faculty (18%), interaction (15%), attitude (14%), and network and data security (14%), as the significant E-Learning influencing factors on IoT adoption in HEIs. These findings from the researcher's perspective will show that the national culture has a significant role in the individual, organizational, technological, and environmental behavior toward using new technology in developing countries.
物联网（IoT）是当前时代教育应用和创新技术的一种新兴范式。尽管其能力日益增强，但在高等教育机构（HEIs）的电子学习中利用这些技术仍存在许多限制和挑战。物联网在美国、英国、日本和中国得到了很好的应用，但在包括沙特阿拉伯、马来西亚、巴基斯坦、孟加拉国等在内的发展中国家却并非如此。很少有研究调查发展中国家电子学习中物联网的采用情况。因此，本研究旨在探讨影响高等教育机构将物联网应用于电子学习的因素。此外，还针对发展中国家基于物联网的电子学习提出了一个采用模型，并为提高高等教育机构电子学习中物联网的采用率提供了建议。基于物联网的电子学习模型将这些影响因素分为四类：个人、组织、环境和技术。对影响因素进行了比较并给出了详细描述，以确定在高等教育机构中基于物联网的高效电子学习应优先考虑哪些因素。我们确定隐私（27%）、基础设施准备情况（24%）、资金限制（24%）、易用性（20%）、教师支持（18%）、互动（15%）、态度（14%）以及网络和数据安全（14%）是高等教育机构中影响物联网采用的电子学习的重要因素。从研究者的角度来看，这些发现将表明，在发展中国家，民族文化在个人、组织、技术和环境对新技术使用的行为方面具有重要作用。
