Empowering Business Students through Culturally Responsive Internet of Things Education: Insights from a Modular Biomedical Circuit Curriculum
Saved in:
| Title: | Empowering Business Students through Culturally Responsive Internet of Things Education: Insights from a Modular Biomedical Circuit Curriculum |
|---|---|
| Language: | English |
| Authors: | Yu-Ming Fei, Wen-Chiang Liu |
| Source: | Research in Learning Technology. 2025 33. |
| Availability: | Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Interdisciplinary Approach, Equipment, Internet, Information Technology, Medical Services, Biofeedback, Culturally Relevant Education, College Curriculum, Business Education, Technology Education, Learner Engagement |
| Geographic Terms: | Taiwan |
| ISSN: | 2156-7069 2156-7077 |
| Abstract: | This research investigates the design and application of a culturally appropriate, modular Internet of Things (IoT) learning module for undergraduate business students, responding to the demand for interdisciplinary education merging technology and business expertise. By blending modular biomedical circuits, IoT power management and a blended learning approach, this course sought to promote student engagement, technological confidence and relevant innovation. Students assembled biomedical sensor circuits, like heart-rate and temperature monitors, which connected to IoT dashboards for data visualisation, to experience tangible links between physical computing and business. The course included 128 students from two groups, ending with individual projects and team contests. Data for this qualitative study came from student journals, focus groups and project artefacts. Four major results were found by the thematic analysis: learner motivation increased via modular practice, comprehension improved through contextualised applications, interdisciplinary collaboration skills grew and competitive innovation outcomes benefited from successful knowledge transfer. Five student teams' projects earned national recognition; they involved smart poultry farming and energy-efficient hospitality systems. These findings emphasise how IoT education can enable non-Science, Technology, Engineering, and Mathematics (non-STEM) learners. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498366 |
| Database: | ERIC |
| Abstract: | This research investigates the design and application of a culturally appropriate, modular Internet of Things (IoT) learning module for undergraduate business students, responding to the demand for interdisciplinary education merging technology and business expertise. By blending modular biomedical circuits, IoT power management and a blended learning approach, this course sought to promote student engagement, technological confidence and relevant innovation. Students assembled biomedical sensor circuits, like heart-rate and temperature monitors, which connected to IoT dashboards for data visualisation, to experience tangible links between physical computing and business. The course included 128 students from two groups, ending with individual projects and team contests. Data for this qualitative study came from student journals, focus groups and project artefacts. Four major results were found by the thematic analysis: learner motivation increased via modular practice, comprehension improved through contextualised applications, interdisciplinary collaboration skills grew and competitive innovation outcomes benefited from successful knowledge transfer. Five student teams' projects earned national recognition; they involved smart poultry farming and energy-efficient hospitality systems. These findings emphasise how IoT education can enable non-Science, Technology, Engineering, and Mathematics (non-STEM) learners. |
|---|---|
| ISSN: | 2156-7069 2156-7077 |
