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محمدیان, ایوب, صدیقی, محمد بشیر, سرکانی, محمد. (1401). انتخاب کاربردهای اینترنت اشیا (IOT) در صنعت آموزش با استفاده از روش تصمیم‌گیری چندمعیاره بهترین- بدترین. فناوری آموزش, 16(2), 363-386. doi: 10.22061/tej.2022.7414.2533
ایوب محمدیان; محمد بشیر صدیقی; محمد سرکانی. "انتخاب کاربردهای اینترنت اشیا (IOT) در صنعت آموزش با استفاده از روش تصمیم‌گیری چندمعیاره بهترین- بدترین". فناوری آموزش, 16, 2, 1401, 363-386. doi: 10.22061/tej.2022.7414.2533
محمدیان, ایوب, صدیقی, محمد بشیر, سرکانی, محمد. (1401). 'انتخاب کاربردهای اینترنت اشیا (IOT) در صنعت آموزش با استفاده از روش تصمیم‌گیری چندمعیاره بهترین- بدترین', فناوری آموزش, 16(2), pp. 363-386. doi: 10.22061/tej.2022.7414.2533
محمدیان, ایوب, صدیقی, محمد بشیر, سرکانی, محمد. انتخاب کاربردهای اینترنت اشیا (IOT) در صنعت آموزش با استفاده از روش تصمیم‌گیری چندمعیاره بهترین- بدترین. فناوری آموزش, 1401; 16(2): 363-386. doi: 10.22061/tej.2022.7414.2533

انتخاب کاربردهای اینترنت اشیا (IOT) در صنعت آموزش با استفاده از روش تصمیم‌گیری چندمعیاره بهترین- بدترین

فناوری آموزش
مقاله 11، دوره 16، شماره 2 - شماره پیاپی 62، فروردین 1401، صفحه 363-386    اصل مقاله (1.11 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.7414.2533
نویسندگان
ایوب محمدیان* 1؛ محمد بشیر صدیقی2؛ محمد سرکانی3
1گروه مدیریت فناوری اطلاعات. دانشکده مدیریت ، دانشگاه تهران. تهران، ایران
2گروه مطالعات علم و فناوری، دانشکده مدیریت، علم و فناوری، دانشگاه صنعتی امیرکبیر (پلی تکنیک تهران)، تهران
3گروه مهندسی فناوری اطلاعات، دانشکده مهندسی، موسسه آموزش عالی الکترونیکی نور طوبی،
چکیده
پیشینه و اهداف: با استقرار آموزش مبتنی بر اینترنت اشیا، دانش‌آموزان و دانشجویان می­توانند با استفاده از سنسورهای جاسازی‌شده محیط را بهتر کشف کنند. آن‌ها می‌توانند در هر زمان به محتوای آموزشی و سایر اطلاعات دسترسی پیدا کنند. معلمان همچنین می‌توانند دستگاه‌های پوشیدنی و تلفن‌های هوشمند را در کلاس‌های درس برای بهبود آموزش و یادگیری استفاده کنند. با اینکه تکنولوژی‌های نوین نظیر مدارس هوشمند، آموزش‌های الکترونیکی، محتواهای آموزشی الکترونیکی و تجهیزات کلاس‌های هوشمند توانسته‌اند تأثیر مثبتی بر روند آموزش و انتقال مفاهیم به فراگیران داشته باشند؛ اما نتوانسته‌اند چالش‌های این حوزه را به‌خوبی رفع کنند. با توجه به این‌که اینترنت اشیا علاوه بر به‌کارگیری تکنولوژی‌های اشاره‌شده از طریق همگرایی فناوری مانند رایانش ابری، عظیم داده‌ها، بلاک چین، تلفن‌های هوشمند، اشیا و محیط کلاس و ... توانسته است روی صنعت آموزش از طریق خلق روش‌های نوین آموزش و یادگیری، ارتقای سیستم‌های نظارت و کنترل و بهبود تصمیم‌گیری‌ها از طریق تحلیل داده‌ها، تأثیر شگرفی داشته باشد. بنابراین می‌توان ادعا کرد که اینترنت اشیا از طریق ارائه راه‌کارهایی کاربردی، می‌تواند بخش آموزش را در حل مشکلات و چالش‌های پیش رویش، توانمند سازد.
روش‌ها‌: این پژوهش از منظر هدف از نوع پژوهش‌های کاربردی است و براساس نحوه جمع‌آوری داده‌ها از نوع پژوهش‌های آمیخته (کیفی- کمّی) است. در ابتدای تحقیق برای شناسایی کاربردهای اینترنت اشیا در آموزش از روش فراترکیب استفاده‌شده است که در این روش ابتدا تعداد 4638 عنوان مقاله یافت شد که پس از بررسی 490 مقاله استخراج شد و از این تعداد 128 مقاله برای تحلیل نهایی مورداستفاده قرار گرفتند. همچنین با استفاده از ابزار پرسش‌نامه برای اولویت‌بندی کاربردهای اینترنت اشیا در آموزش، از روش تصمیم‌گیری چند معیاره بهترین – بدترین (BWM) استفاده‌شده است.
یافته‌ها: تجزیه‌وتحلیل یافته‌ها نشان داد که کاربردهایی مانند «پردیس هوشمند»، «سلامت و بهداشت دانش‌آموزان یا دانشجویان» به ترتیب بالاترین اولویت‌ها را به خود اختصاص داده‌اند. کاربردهایی مانند «آموزش و یادگیری»، «کلاس هوشمند»و«سیستم ردیابی یا حمل‌ونقل هوشمند» در اولویت‌های بعدی قرار داشتند.
نتیجه‌گیری:. با توجه به یافته‌های پژوهش می‌توان برای رفع مشکلات صنعت آموزش پیشنهاد‌هایی را ارائه کرد. در حوزه کاربردی به کمک فناوری اینترنت اشیا می‌توان مشکلاتی از قبیل محدود بودن آموزش به یک مکان و زمان، هدر رفتن زمان کلاس به دلیل تراکم بالای افراد، هوشمند نبودن و هزینه زیاد نگهداری مراکز آموزشی، عدم نظارت دقیق بر سلامت و بهداشت دانش‌آموزان یا دانشجویان، مناسب نبودن فضاهای آموزشی برای افراد ناتوان جسمی (معلول)، عدم هوشمندی سیستم حمل‌ونقل را کاهش داد. همچنین می‌توان به سیاست‌گذاران صنعت آموزش پیشنهاد کرد که با توجه به این‌که بخش‌های «نظارت هوشمند بر سلامت»، « انرژی هوشمند» و « امنیت» دارای اهمیت بیشتری نسبت به سایر زیرکاربردها هستند و باید توجه ویژه به این بخش‌ها داشته باشند. همچنین اقدام در جهت آموزش همگانی و عمومی و تبلیغات گسترده در آشنایی جامعه با محصولات هوشمند و فناوری اینترنت اشیا به‌منظور افزایش پذیرش کاربران و ایجاد تقاضا صورت پذیرد. از محدودیت‌های پژوهش می‌توان به  تعداد محدود خبرگان آشنا با فناوری اینترنت اشیا در بخش آموزش کشور اشاره کرد و در تحقیقات آتی پیشنهاد می‌گردد روابط بین  کاربردها و زیر کاربردها و اولویت آن‌ها براساس شاخص‌های امکان‌پذیری و جذابیت بررسی شود.
کلیدواژه‌ها
اینترنت اشیاء؛ آموزش؛ روش بهترین- بدترین؛ تصمیم گیری؛ کاربردها
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
Selection of Internet of things (IOT) applications in education industry using the Best-Worst Multi-Criteria Decision-Making Method
نویسندگان [English]
M. Mohammadian1؛ M. Sedighi2؛ M. Serkani3
1Department of Information Technology Management, Faculty of Management, University of Tehran, Tehran, Iran
2Departments of Management, Science and Technology, Amirkabir University of Technology (Tehran Polytechnic), Tehran, Iran
3Department of Information Technology Engineering, Noore Touba Virtual University, Tehran, Iran
چکیده [English]
Background and Objectives: Deploying IoT-based education can allow students to explore the environment using embedded sensors. They can access educational materials and other information at any time. Teachers can also use wearable devices and smartphones in the classroom to improve teaching and learning. Although new technologies such as smart schools, e-learning, e-learning content and smart classroom equipment have had a positive impact on the process of teaching and conveying concepts to learners, they have not been able to meet the challenges in this area well enough. Since the Internet of Things, in addition to using the mentioned technologies through technology convergence such as cloud computing, massive data, blockchain, smart phones, objects and classroom environment, etc. has a tremendous effect  on the education industry by creating  new teaching and learning methods, developing the systems of monitoring and control and improving the decisions through data analysis, it is argued that the IoT can empower the education sector to solve the problems and challenges it faces by providing practical solutions.
Methods: This research is an applied research in terms of purpose and it is based on mixed methods research (qualitative- quantitative) considering how the data are collected.  At the beginning of the research, the Meta-synthesis method was used to identify the applications of the IoT in education. In this method, 4638 articles were found, and after being reviewed,  490 articles were extracted  among these  128 articles were used for the final analysis. Also, using the questionnaire as a tool to prioritize the Internet of things applications in education, the best-worst multi-criteria decision-making method  was  used.
Findings: The findings showed that applications such as "Smart Campus" and "Student Health" have the highest priorities, respectively. Applications such as "Education (Teaching) and Learning", "Smart Class" and "Smart Tracking or Intelligent Transportation stsyem" were the next priorities.
Conclusion: According to the findings, suggestions can be made to solve the problems of the education industry. In the field of application, with the help of IoT technology, there are problems such as the limitation of education to one place and time, wasting class time due to high density of people, lack of  intelligence and high maintenance costs of educational centers, lack of accurate monitoring of students' health and hygiene, and the inadequacy of educational facilities for the physically disabled reducing the lack of smartness of the transportation system. Education industry policymakers can also be advised to pay special attention to these areas, given that the areas of "smart health monitoring", "smart energy" and "security" are more important than other sub-applications and they should also pay attention to these special sections. Also, action should be taken for public education and extensive publicity in familiariing the society with smart products and IoT technology in order to increase user acceptance and create demand. Among the limitations of the research, the limited number of experts familiar with IoT technology in the country's education sector vcan be mentioned. It is suggested to examine the relationships between applications and sub-applications and their priority based on the feasibility and attractiveness of the indicators in the future research.
کلیدواژه‌ها [English]
Internet of Things (IOT), Education, Best- worst Method, Decision making, Applications
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