Several authors and researchers have pointed out that the potential of IoT in education is gaining preponderance, especially through the concept of “hypersituation”, which has been affirmed as the great value of IoT in Education.
“Hypersituation” emerges as the ability to amplify knowledge based on the geolocation of the user, allowing their contextualization. By other words, the data coming from the environment are made available to the students in real time and contextualized with their interests, geolocation and school level.
Along the same lines, Cisco Systems envisions IoT as a promoter of context-sensitive environments where objects can communicate with the student and vice versa to generate interactive learning experiences. In this scenario, students will have the ability to monitor their own surrounding environment and obtain real-time data from connected objects. In this picture, objects are interpreted as not just “things”, but can be, for example, animals or plants.
In the development of PAprICa, the approach of the school to the socio-technological reality of the students was considered alongside the concept of “hypersituation”, since in everyday life it is common for students to be confronted with IoT systems (especially in more developed societies). It was also considered that the IoT can be affirmed as an important contribution to the change of paradigms related to other technologies used in education, such as ebooks.
These reflections and explanations are more developed in the publications carried out under this project and that can be accessed through the “Scientific dissemination” section.