Investigating a sensor-based educational platform to facilitate science-based learning activities for children in an underprivileged context

Education plays an important role in helping developing countries reduce poverty and improve the quality of life. Ubiquitous and mobile technologies could greatly enhance education in such regions by providing enhanced access to learning. However, there is limited empirical evidence on the effectiveness of mobile technologies use by younger learners in the developing nations.

This research presents a long-term iterative study where a ubiquitous sensor-based learning platform was designed, developed and tested to support science learning among primary school students in underprivileged Northern Thailand. The platform is built upon the school's existing mobile devices and was expanded to include sensor-based technology. Firstly, a user context study was carried out to examine how the students and teachers currently use tablet computers in the classroom and to determine how well this tool supports learning. Observations, interviews and questionnaires were carried out to identify how a tablet-based learning platform can be best designed to facilitate education for school children in underdeveloped areas. Based on the findings from the preliminary study, a sensor-based Internet of Educational Things (IoET) platform named OBSY was developed which functions as a learning hub where students can access sensor data through a wireless connection by using their mobile tablet computers. In order to assess the effectiveness of the platform, a final evaluation study was carried out through observations and interviews. Students' learning engagement and knowledge outcome were measured in an experimental study.

The findings helped to extend our knowledge regarding the design, development and implementation throughout the thesis. Contributions within the study can help educators, developers and researchers in identifying how such a technology can be best designed and applied for young students in underprivileged regions. For instance, adding the value of playfulness qualities into the learning device and providing personally and culturally relevant learning experiences through technology.