Using Personal Smart Tools in STEM Education

Yevhenii B. Shapovalov

1 a

, Zhanna I. Bilyk

1 b

, Stanislav A. Usenko

1 c

, Viktor B. Shapovalov

1 d

Kateryna H. Postova

2 e

, Sergey O. Zhadan

3 f

and Pavlo D. Antonenko

4 g

The National Center “Junior Academy of Sciences of Ukraine”, 38-44 Degtyarivska Str., Kyiv, 04119, Ukraine

Institute of Gifted Child of the NAES of Ukraine, 52-D Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine

Individual Entrepreneur “Dyba”, Kiev, 03035, Ukraine

College of Education, University of Florida, PO Box 117042, Gainesville, FL 32611-7044, USA

Keywords:

IoT, Smart Tools, STEM Education, Motivation, BPMN.

Abstract:

Under STEM education, a lot of computer-based methods were used to improve motivation, personalization

and enchaining of the quality educational process. However, the attention has not been devoted to using of the

IoT and smart tools to measure parameters during educational research process. It stands even more relevant

due to the growth of the amount of the smartwatch/band used by people. The methods of using personal smart

tools under STEM classes and researches have been developed in the study. Colmi land 1, Xiaomi Mi Band,

Samsung Smart Fitness Band, Xiaomi Mi Smart Scale were used to test the proposed methods. Firstly, As is –

To be Business Process Model and Notation method was used to evaluate changes in educational processes

for both, pedagogical and technical points of views. It is proven that proposed methods are characterizing

by the higher efﬁciency compare to classical educational process. For the ﬁrst time, the techniques of using

personalized smart tools to measure during the experiments are described in the paper and ready to use.

1 INTRODUCTION

The acronym STEM has published by the US Na-

tional Science Foundation in 2001. The acronym

SMET was previously used, but has modiﬁed. As

a separate area of didactics, STEM stood out in the

USA in 2009 with its “Educate to Innovate” program.

However, in Ukraine it only start to providing and its

using is much less compare to traditional educational

approach (Shapovalov et al., 2020; Kramarenko et al.,

2020) even contrary its advantages.

A signiﬁcant attention at STEM lessons is to

increase the motivation of students. Also, such

lessons are developing many skills such as commu-

nication, data processing and project management,

which largely depend on information technology.

https://orcid.org/0000-0003-3732-9486

https://orcid.org/0000-0002-2092-5241

https://orcid.org/0000-0002-0440-928X

https://orcid.org/0000-0001-6315-649X

https://orcid.org/0000-0001-9728-4756

https://orcid.org/0000-0002-7493-2180

https://orcid.org/0000-0001-8565-123X

In general, STEM approach tools in education

classiﬁed into tools, software and speciﬁc modern

tools. The tool part can be divided into: digital lab-

oratories, digital equipment, mobile phone, mobile

phone with additional sensors, smart tools. The soft-

ware like process calculators, modelling environment,

VR video, VR applications (Joiner, 2018), AR appli-

cations (Mart

ın-Guti

errez et al., 2015; Dziabenko and

Budnyk, 2019; Jong et al., 2014), educational envi-

ronments (Joiner, 2018), 3D printing, 3D modelling

tools (Sala, 2014), etc. However, in our opinion, the

Internet of Things (IoT) has high untapped potential

in education due to several advantages such as us-

ing cloud computing and calculation, and visualiza-

tion of data measured or captured by devices. Due

to those devices connected to the personal ecosystem,

they provide personalized data.

Internet of Things (IoT) differs from cloud ser-

vices because it can use cloud servers to provide its

activity. Internet of Things includes M2M – machine-

to-machine connection method (without human in-

volvement) by measuring and interaction. The most

perspective to use under STEM education classes is

personalized smart tools.

192

Shapovalov, Y., Bilyk, Z., Usenko, S., Shapovalov, V., Postova, K., Zhadan, S. and Antonenko, P.

Using Personal Smart Tools in STEM Education.

DOI: 10.5220/0010929900003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 192-207

ISBN: 978-989-758-558-6

Smart tools are tools that can be part of the IoT

and have automatic algorithms for processing infor-

mation and can notify about a change in a speciﬁc user

parameter IoT uses cloud services to provide a con-

nection between instruments connected through inter-

net. Smart tools can be compared with IoT. Smart

tools as IoT are electronic devices connected through

the Internet or Bluetooth, NFC and send measured

(ﬁxed) data into the cloud, where it saves. User can

get information using cloud from any place using An-

droid/iOS application or web-interface. The main

advantages of its use are personalization (which is

that personal connection of device in personal page

of application/web-interface). Distinctive features of

smart tools are:

• measures actual performance

• measures other calculated indicators

• analyzes the data

• states of necessary changes or displays a case that

is important to the user

Smart tools include ﬁtness bands (tracks), smart-

watches, smart scales, smartphones. The most per-

spective to use under the education process are smart-

watches/bands, scales, temperature sensors, humid-

ity sensors, speciﬁc plant sensors. Relevance of the

research proved by the increasing of the amount of

using personal wearable device due to much higher

affordability and simplicity of them (Gubbi et al.,

2013). There was an expected jump from 100 million

in 2016 to over 373 million in 2020 (Pal et al., 2020)

and even up to 1.1 billion in 2022 due to transfor-

mation from 4G to 5G of mobile internet connection

(Holst, 2020).

2 LITERATURE REVIEW AND

PROBLEM STATEMENT

In general, as was noted before, the smart tools have

been using widely in everyday life, sport, medicine

and healthcare. For example, wearable devices use

monitor state of the patients in clinics to alert the doc-

tors (Stradolini et al., 2017).

IoT technologies and Cloud Services are becom-

ing more and more popular for educational purposes

(www.al-enterprise.com, 2018). IoT will signiﬁcantly

improve the quality of education. Implementation

of IoT in education will create new ways to learn

by supporting more personalized and dynamic learn-

ing experiences. IoT will give teachers new meth-

ods to explain the material for the lessons (www.al-

enterprise.com, 2018; Bakla, 2019). Also, IoT will be

an excellent opportunity to provide the unique lessons

to people with some disabilities (Mcrae et al., 2018).

For example, Singapore has implemented the In-

telligent Nation Master plan since 2006, in which

technology-supported education is a signiﬁcant part

(Hua, 2012). South Korea had the smart education

project, the main task of which are reforming the ed-

ucational system and improving educational princi-

ples (Zhu et al., 2016). Australia collaborated with

IBM and designed a smart, multi-disciplinary educa-

tion system (Rudd et al., 2009). Ukraine has provided

new school program concept, in which they underline

the importance of smart tools and E-learning (Elkin

et al., 2017).

Some authors create different education systems

based on wearable devices and IoT technologies

(Liang et al., 2019; Mavroudi et al., 2018). This edu-

cation systems integrates with the IoT tools and spe-

cial apps that can create more interactions between

teachers and students in class while providing more

innovative learning possibility. Also, IoT can inspire

school students and increase their concentration in the

classroom during the lessons (Pervez et al., 2018).

Also, have shown that the use of IoT technolo-

gies in the educational process will improve the qual-

ity of learning. Besides, the result of their scientiﬁc

research showed that the using of IoT technologies

signiﬁcantly increase overall opportunities for the re-

alization of creative abilities for both teachers and stu-

dents.

Previously it was proposed to use such technolo-

gies like using of mobile Internet devices in the for-

mation of the general scientiﬁc component of bache-

lor in electromechanics competency in the modelling

of technical objects. In this work they have underlined

that using of mobile Internet devices is a perspective

way to improve the quality of education in general.

Also, the authors have proposed different tools to

work with, as an example: mobile augmented reality

tools, mobile computer mathematical systems, cloud-

oriented tabular processors as modelling tools, mobile

communication tools for organizing joint modelling

activities and more (Modlo et al., 2020).

Using the Internet of Things in education is an

excellent function for connecting and educating stu-

dents. Different researchers at their articles have

tried to implement smart tools to provide various ser-

vices in smart campus accessible in handheld devices

by doing ideal connectivity among multiple things.

Proposed system must do a collection of data from

the classroom, just not only presenting information

to students and collect from their interaction. Also,

these data can be uploaded and can be opened by

using smart e-learning application. At smart class-

Using Personal Smart Tools in STEM Education

193

rooms, tools are aimed at either real-time monitor-

ing of teaching space or on smart tools that sup-

port students, in which multiple functions are brought

together (Veeramanickam and Mohanapriya, 2014;

Valks et al., 2019; Cebri

an et al., 2020).

At the same time, the use of IoT is promising, but

not widely used. Overall, there is no complete, sys-

tematic list of techniques that can be used in class. For

today, the most popular smart tool is a smartphone,

but in this work have been proposed methods which

will use smart scales and bands/watches.

3 METHODS OF ANALYSIS

The study conducted using the methods of theoretical

and empirical research: analysis and synthesis to de-

termine the main trends in the use of IoT in the world

and the educational process. Conceptual-comparative

analysis has used to study the best pedagogical expe-

rience. Structural-system analysis and synthesis also

have used to build a theoretical model of as is-to be

process. The following devices were chosen for our

experiment: Colmi land 1, Xiaomi Mi Band 4, Sam-

sung Smart Fitness Band, Xiaomi Mi Smart Scale 2.

To provide analysis of proposed teaching process

modiﬁcation, ﬁrstly, “As is-to be” method (Visual

Paradigm, 2016; Fossland and Krogstie, 2015) has

been used. The method based on using of Business

Process Model and Notation (BPMN) (BPMN, 2013)

to note the current process and for proposed approach

for both, technological and pedagogical process busi-

ness analysis. BPMN provides a decomposition of the

complex processes to simple elements and connec-

tion of them by arrows to interpret the total process.

Also, BPMN uses “lines” to decompose elements of

the process by the executor, for example, teacher and

student.

In general, BPMN is using in business analysis,

but taking into account its speciﬁcs, it will be suit-

able to use in scientiﬁc work to justiﬁcation of expe-

diency of using proposed approaches. Besides, there

very few researches have been used BPMN to de-

scribe processes in education (Morais et al., 2020;

Wiechetek et al., 2017).

To evaluate the content of devices that can mea-

sure the concrete parameters, hotline service and its

ﬁlters were used. The following formula N/N

× 100

was used for this purpose, where N – speciﬁc gad-

gets with needed parameters, N

– all gadgets of the

selected brand.

4 RESULTS AND DISCUSSION

4.1 Existing IoT Ecosystems

The most popular devices are those that are part of

a smart home and are connected using either Wi-Fi

or Bluetooth protocols. The most common types of

devices are: scales, watches, ﬁtness trackers. The

leading manufacturers of these types of products are:

Samsung, Xiaomi with Amazﬁt/Huami sub-brands,

Apple, Google Nest and others.

Samsung smartphones can become a central link

in the entire ecosystem. From a phone, you can con-

trol your watches, devices, headphones, write some

notes and then continue working on them on the other

device. At the same time, all synchronisation is seam-

less. The main thing here is the availability of the

Internet. But even without the Internet, you can ex-

change data between your tablet and smartphone us-

ing Samsung Flow. The heart and brain of their de-

velopments are Bixby 2.0, an intelligent assistant who

will easily connect to Samsung devices. Bixby 2.0 is

the central hub of the IoT ecosystem, learning from

daily interaction with users’ devices to better under-

stand and anticipate all your needs (Mesquita et al.,

2019; K

epuska and Bohouta, 2018).

Today more than two hundred companies and

start-ups are located under the Xiaomi, each of which

is responsible for its type of product. The Amazﬁt

brand is developing ﬁtness trackers and smart clocks.

Ninebot is adding to the company’s range of personal

electric vehicles, and SmartMi develop smart home

appliances. Wearing electronics has long since ceased

to be a curiosity, and today it helps monitor physical

activity, sleep quality and overall health for millions

of users around the world. Xiaomi could not remain

indifferent and, together with Amazﬁt, has taken its

niche in the ranks of smart wearable gadget manufac-

turers. It is no secret that Xiaomi Mi Band is one of

the best and most popular ﬁtness trackers on the mar-

ket. With each new generation, the ﬁtness bracelet

is pumping its capabilities and becoming more func-

tional. Furthermore, it is maintaining a reasonably

loyal price tag that provides the gadget with such pop-

ularity.

But the company is not in charge of wearable

gadgets. Household medical devices such as elec-

tronic thermometers, inhalers and tonometers have

also found their place in the range of Chinese tech-

nology giants. And recently, Xiaomi has begun mas-

tering another area – home simulators. At the mo-

ment, among Xiaomi’s simulators, one can ﬁnd the

WalkingPad A1 folding treadmill. There is no doubt

that in the nearest future the company will also cover

AET 2020 - Symposium on Advances in Educational Technology

194

other sports equipment for home sports.

Apple HomeKit and Health app are the platforms,

the central purpose of which is to unite all the smart

technologies in the home. The HomeKit platform

was released by Apple back in 2014 as part of the

WWDC conference, and already a year later full-

ﬂedged devices based on it began to be available for

sale. Starting with iOS 8, Apple mobile devices will

be able to manage compatible home appliances and

home life support systems. One of the advantages

of HomeKit is close integration with the Siri virtual

assistant. HomeKit can be controlled by voice com-

mands, which opens up truly enormous opportunities

for home appliance developers and software devel-

opers (Mesquita et al., 2019; K

epuska and Bohouta,

2018). Today, third party software has used to con-

trol home smart appliances, but a native application

has appeared in iOS 10. The programme will be able

to take over the management of all Smart Home ap-

pliances equipped with the appropriate software. Ap-

ple’s Health app allows you to monitor your health,

daily activity, and provide important information to

your family or friends when needed. It is especially

critical in the event of an accident or sudden illness,

as well as when tracking ﬁtness stress. Health app ex-

cellently works with Apple Watch. Apple Watch can

measure the level of O

in blood and can take electro-

cardiograms.

Google began taking its ﬁrst steps towards a smart

home back in 2016 when it introduced the ﬁrst Google

Home speaker. It was supposed to be a kind of ana-

logue of Amazon Echo, i.e. it could control home

appliances and be used as a multimedia device. The

Google Cast application, which used to conﬁgure

and manage Chromecast devices, has since been re-

named Google Home and its functionality has ex-

tended to the new column. One of the latest innova-

tions from Google in this ﬁeld was the Google Home

Hub, shown last year. Google Home Hub is a tablet

with a display that can combine information about

your smart devices in the Google Home ecosystem

and display it on a built-in display. In May 2019,

Google presented its product Nest Hub Max at a pre-

sentation. Unlike Google’s Home Hub, it has a cam-

era and added multiplayer functions. Central oper-

ating tool of “Google Nest” is “Google Assistant”

(Mesquita et al., 2019; K

epuska and Bohouta, 2018).

In addition to the devices produced and presented by

Google itself, there are a large number of companies

that manufacture devices compatible with this ecosys-

tem. Their number has already surpassed 500. And

every day, there are more and more manufacturers

producing products marked “work with Google As-

sistant”.

However, it seems relevant to analyse the ecosys-

tems of those companies based on the parameters can

be measured by concrete equipment. The main pa-

rameters used during educational researches are heart

rate, blood pressure, ECG, oxygen content, weight,

muscle, fat, bone, and water content in the human

body. Examples of devices of different companies,

that can measure concrete parameters are presented

in the table 1.

4.2 Advantages of using Smart Tools in

the Educational Process

The main functions of IoT devices in the educational

process are deﬁned:

• The training functions. The training involves the

use of IoT devices in the study of individual sub-

jects, especially STEM subjects directly. Most of-

ten, certain types of devices are used as a tool to

perform a learning task. They can also be used

in the design of research activities and the perfor-

mance of research tasks.

• The health-preserving function involves the use of

IoT devices as a tool for monitoring the prime in-

dicators of the body. First of all, to form a healthy

lifestyle with the subsequent formation of skills

to control physical shape. It can also be used to

monitor vital signs in people who need it.

• The control function involves the use of devices as

a tool for self-control and control by others (par-

ents, managers). Allows control over certain types

of activities and the children GPS, especially pri-

mary school and preschool children by parents or

persons who replace them, if necessary, such con-

trol may be carried out by a teacher. It helps to in-

crease the level of self-control, which is supported

by the formation of habits.

• The ergonomic function involves the use of de-

vices to improve productivity, namely planning,

coordinating the use of their own time, and the

effectiveness of the actual use of tools that help

increase the productivity of each child and the

educational process as a whole. Rational use of

IoT devices and time allows to control admissible

physical, nervous and mental loadings of the child

and allows to increase its working capacity.

The use of smartwatches/bands in the learning

process contributes to the development of principal

competencies:

• mathematical competence expressed in the formu-

lation of navigation, calculation of the necessary

parameters using indicators created from reason-

able years;

Using Personal Smart Tools in STEM Education

195

Table 1: Examples of devices of different companies, that can measure concrete parameters.

Samsung Xiaomi Apple Google Other brands

Smart watches/bands

Heart rate 100% of devices: Sam-

sung Galaxy Watch

1, Samsung Galaxy

Watch 2, Samsung

Galaxy Watch 3

100% of devices:

Amazﬁt T-Rex,

Amazﬁt Bip S,

Amazﬁt Stratos

100% of devices:

Apple Watch

Series 1, Apple

Watch Series

2, Apple Watch

Series 3

N/A 100% Aspolo Smart-

Watch U8, UWatch

U8, SmartYou DZ09

Blood pressure -(3,9%)Samsung

Galaxy Watch 3

- (0%) - (0%) N/A 5.5% Havit HV-

H1100, UWatch DT88

Pro, Aspolo DT88 Pro

ECG (0 %) + (4.4 %) Xiaomi

Mi Watch Color,

Xiaomi Haylou

Smart Watch

+ (52.5 %) Ap-

ple Watch Series

5, Apple Watch

Series 6, Apple

Watch SE

N/A 7 % No.1 DT28, Lige

Smart, Gelius GP-L3

Oxygen content - (3,9 %) Samsung

Galaxy Watch 3

- (0 %) 10,2 % of de-

vices: Apple

Watch Series 6

N/A 11.7% Aspolo

M1Plus, Aspolo

DT35, UWatch E66

Sleep quality

(stages of the

sleep)

100% of devices: Sam-

sung Smart Charm,

Samsung Galaxy Fit

E, Samsung Galaxy

Watch Active

100% of devices:

Xiaomi Mi Band

4, Xiaomi Mi

Band 5, Amazﬁt

GTS,

100% of devices:

Apple Watch

Series 5, Apple

Watch Series 6,

Apple Watch SE

N/A 100% Aspolo Smart-

Watch U8, UWatch

U8, SmartYou DZ09

Smart scales

Weight measur-

ing

N/A + (100%) Xiaomi

Mi Smart Scale 1,

Xiaomi Mi Smart

Scale 2

N/A N/A 100% Laretti LR

BS0015, HUAWEI

Body Fat Scale, AEG

PW 5653 BT Black

Muscle, fat,

bone, and water

content in the

human body

N/A + (100%) Xiaomi

Mi Smart Scale 1,

Xiaomi Mi Smart

Scale 2

N/A N/A 100 % Yunmai Mini

Smart Scale, Garmin

Index Smart Scale,

Acme Smart Scale

• competences in the ﬁeld of natural sciences, en-

gineering and technology, which is formed based

on acquiring skills in working with physical pa-

rameters, vital signs, geolocation data, ability to

work with different models of certain devices and

their analogues, etc.;

• innovation is deﬁned in the formation of skills in

the use of leading technologies for personal and

public health;

• during the connection process of smart-

watches/bands with a smartphone, the students

get acquainted with the concepts of “cloud tech-

nology”, “synchronization”, “remote access” –

the mastery of this knowledge will facilitate the

formation of information and digital competence;

• social competencies manifested in the conﬁgura-

tion of the ability to be aware of personal feelings

and the ability to listen to internal needs, which is

shown in the perceived need to maintain a healthy

lifestyle;

• smartwatches/bands encourage students to take

accurate measurements of their heart rate, blood

oxygen concentration and stress levels – this

knowledge allows them to produce health-

preserving competences.

For example, a pupil can see on his smart clock

that negative emotions (anger, aggression) accelerate

heart rate. These devices can be used to create moti-

vation for a healthy lifestyle. For example, you can

offer students a cup of coffee, an ’energy drink’ and

then measure their heart rate. Such experiment will

demonstrate the effect of certain substances on the

functioning of individual organs and systems.

Smartwatches/bands also have considerable po-

tential for developing useful skills and habits. Most

of these devices have a reminder mode. At ﬁrst, you

AET 2020 - Symposium on Advances in Educational Technology

196

can set up a notiﬁer that after 40 minutes in a sitting

position (while doing your homework), you need to

do some exercises. But after 40 repetitions of this

sequence, a useful skill becomes a habit that can be

reproducing without a smart device.

But smartwatches/bands have the most pedagogi-

cal potential in shaping research competencies.

Document “The European Qualiﬁcations Frame-

work for Lifelong Learning” (Guest, 2007) deter-

mines that a high-level specialist should have research

competence in his or her ﬁeld of knowledge. Research

competence is the ability of the acquired education to

perform research educational tasks, to carry out re-

search activities aimed at obtaining new knowledge

and / or ﬁnding ways to apply them, in accordance

with the proﬁle of study (Cabinet of Ministries of

Ukraine, 2020; Nechypurenko and Soloviev, 2018).

With the help of smartwatches/bands, a student

can obtain a large amount of data – this is the stage of

acquiring new knowledge. Also, a student can analyse

this data with mathematical tables – this is the stage

of creating a knowledge system.

It is also possible to use smartwatches/bands to

create motivation for learning activities within the

STEM approach. For example, students observe the

phenomenon of heartbeat acceleration after physical

activity, after they will ask a problematic question:

Why does it happen? How is the heart activity reg-

ulated? And the whole lesson lays out around this

doubtful question.

There are also perspectives for using smart-

watches/bands for students with special needs. For

example, it is challenging to teach a child with hear-

ing disabilities how to measure his pulse, and smart-

watches/bands can help to solve this problem.

In this article, we present several methods of us-

ing smartwatches/bands during the learning process.

These methods can be divided by the time they will

use:

a) methods that can be directly used in the learning

process at school;

b) methods that ensure long-term experiments, for

example, within 24 hours, the application of the

latter is relevant to the performance of research

work or projects by students.

Thus, the use of the smartwatch/band allows:

• to create motivation for learning activities;

• to create impulse for a healthy lifestyle;

• to develop an information-digital, health care and

research competencies.

4.3 Analysis of Proposed Teaching

Process Modiﬁcation

Smart tools are the perspective way to provide tran-

scendent educational experience. For example, stu-

dents can interact with objects directly, they investi-

gate it necessary by themselves. By using smart tools,

students can make different type of activities such as

asses level of O

in blood, heart rate and more. To cre-

ate a smart-lesson, it is necessary to achieve connec-

tivity between smart tool and smartphone via speciﬁc

application, for example, Xiaomi Mi Fit.

During the “As is” for the researching STEM les-

son process anticipates that the teacher explains the

theory, which is always hard to understand by stu-

dents, with further explanation of parameters which

will affect on the object or process. In all cases

teacher will explain an experiment using class board

without any research, less often by providing demon-

strations, and very rare, will provide group experi-

ment. In those cases, a student doesn’t understand the

material clearly. Also, skills and competencies deliv-

ered using this process will be limited only by spe-

ciﬁc, laid down in the topic of the lesson, which may

be not enough according to the latest international and

Ukrainian documents.

Besides, the technical part for all demonstration

and group experiment, will be mostly provided man-

ually by students or teacher, and results of it will be

calculated, processed and interpreted manually. This

time can be used for more beneﬁcial for students

teaching process. Thus, measuring starts from choos-

ing the measurer and providing measuring. Obtained

data must be notes and written by using of class board

or worksheets. Then calculation is provided manu-

ally, which, sure may be very useful, comparing to

automatic computation. The best effect may be ob-

tained by the combination of both manual and auto-

matic calculation. Obtained data interpreted in graph,

board or worksheet. Finally, the graphics and data are

analysed. As is process (including technical interac-

tion) is presented in ﬁgure 1.

As in “As is” process, the teacher starts classes

from the theory and further transferring to more prac-

tical oriented part, which is explaining the factors that

will affect on some object or process. Also, based

on the amount of available smart tools, pupils will

have the demonstration, group experiments or per-

sonal experiments. Understanding of the materials

will be better due to the higher speed of the research.

Calculation and graph creation will be provided au-

tomatically. Students will work with personal data

and graphs. They will understand how to work with

graphics and data, and how to use individual wear-

Using Personal Smart Tools in STEM Education

197

able smart tool to provide researches which will moti-

vate students to research and will present better usage

to health care. During personal experiment, students

will have more questions comparing to the as-is pro-

cess due to higher motivation. And, same as in “As is”

process, classes will ﬁnish by investigation and dis-

cussion of the results.

The main features of the “To be” approach is

time-saving and motivation increasing. From a tech-

nical point of view “To be” process is signiﬁcantly

more automatic. Only methods of measuring and

analysing in this case provides by teacher and stu-

dents. All analysing process which includes send-

ing measured data to smartphone, saving data, pro-

cessing data and creation of the graph must be con-

ducted by the teacher or student. The data that is us-

ing additional soft can be imported to Excel for fur-

ther processing.To be process (including technical in-

teraction) is presented in ﬁgure 2.

So, in general, “To be” process is more interactive,

engaging and beneﬁcial for students, and motivate

them to provide personal researches, and learn how to

use individual smart gadgets to healthcare, it may save

a lot of time to use it more effective. Sure, worth to

note, that during “As is” process student teaches how

to process the data. And it seems relevant to combine

those methods.

4.4 Advantages of using Smart Tools in

the Educational Process

4.4.1 Methods Can Be Used during Lessons

Topic: Measure of the heart rate before and af-

ter physical activity with smartwatches/bands (ﬁg-

ure 3).

Aim: Demonstrate to students that a smart-

watch/bands can measure heart rate and effect of

physical activity to heart activity.

Equipment: IoT or smartwatch/bands or ﬁtness

tracks with heart rate monitoring functions; blood

pressure, oxygen concentration (optional).

Experimental procedure: The technique involves

the selection of 10 participants of each sex for the

study. Each of the participants takes heart rate, blood

pressure (optional), oxygen concentration (optional)

measurements at rest. Then student must make 20

squats, after he needs to take the estimations one more

time. The analysed data, can be both personalised as

a graph on their smartphone and in a table drawn on

a blackboard, where the teacher ﬁnds regularities re-

lated to all students (including, sex, weight, age, etc.)

and explains them to the audience.

Analyse of data: To analyse the data, we need

to ﬁnd regularities before and after physical activity.

Compare actual and relative changes in indicators af-

ter physical activity in boys and girls, and we need to

ﬁnd dependencies of other indicators, such as height,

weight.

Topic: The effect of sleep duration on heart

rate (ﬁgure 4).

Aim: Demonstrate to students that sleep duration

affects the functioning of the circulatory system. Use

personal example to prove to students the importance

of sleep and adherence to the daily habit.

Equipment: Smartwatches/bands with heart rate,

blood pressure (optional), oxygen concentration (op-

tional), ECG (optional).

Experimental procedure: The research is person-

alised, so each student carries it out separately. The

method foresees changing time regime in two steps.

Firstly, students during the experiment must get sleep

daily for seven days at 22:00 and get up at 7:00. As

soon as you wake up, students provide a measure of

the heart rate, blood pressure (optional), oxygen con-

centration (optional), ECG (optional), as well as the

quality of your sleep. After the ﬁrst seven days of the

test, students must get sleep at 23:00 and get up at

6:00 and students provide record the ﬁndings, same,

as soon as wake up.

Analyse of data: Analyse of date is performing by

comparing the heart rate and oxygen concentration in

the blood on the ﬁrst stage (go to bed at 22:00 and

get up at 7:00) and executed on the second stage (go

to bed at 23:00 and get up at 6:00) with the normal

condition. Changes in data must be attached to stress

or adaptation state using theoretical knowledge.

The experiment is safe and can conduct regardless

of the health conditions. But we recommend that the

research supervised by the teacher or adults. Based on

the results, it is possible to study adaptation, human

comfort areas and stress conditions.

Topic: Determination of differences in muscle,

fat and bone composition in men and women (ﬁg-

ure 5).

Aim: Demonstrate to students some differences

in the muscle, fat and bone composition of men and

women. Explain the reasons for such differences.

Experimental procedure: The technique involves

the selection of 10 participants of each sex for the

study. Each of the student must measure muscle, fat

and bone tissue. The analysed data, can be both per-

sonalised as a graph on their smartphone and in a table

drawn on a blackboard, where the teacher ﬁnds regu-

larities and explains them to the audience.

Analyse of data: To analyse the data, it is nec-

essary to ﬁnd regularities in the amount of muscle,

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198

Figure 1: “As is” process (including technical interaction).

Using Personal Smart Tools in STEM Education

199

Figure 2: “To be” process (including technical interaction).

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200

(a) (b) (c)

Figure 3: Experimental part of the work (a), heart rate before (b) and after exercise (c).

(a) (b)

Figure 4: Interface of smart watch’s application sleep tab (Amazﬁt Zepp) (a) and the result of the analysis (b).

fat and bone tissue and compare the actual and rela-

tive speed of change in the amount in boys’ and girls’

bodies.

It is necessary to mention that the method is sim-

ple and promising to use in every school, especially

since it does not require sophisticated, expensive

smart equipment. At the same time, it is useful be-

cause students measure the real indicator, compared

to the traditional process, and they also learn to anal-

yse data and graphs on their smartphone. Also, stu-

dents are more motivated to research after the class.

To analyse the data, we need to ﬁnd regularities in the

amount of muscle, fat and bone tissue and compare

the actual and relative speed of change in the amount

Using Personal Smart Tools in STEM Education

201

(a) (b)

Figure 5: The procedure of weight measuring (a), example of weight displaying (b), interface of integral automatic weight

state assessment (c), details of body state (d, e).

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of muscular, fat and bone tissue in boys’ and girls’

bodies.

Topic: Determination of the level of saturation

in suspected COVID-19 (ﬁgure 6).

Figure 6: The result of oxygen content in blood determina-

tion.

Aim: to teach students to measure the level of

blood saturation (oxygen concentration) in the blood,

which became especially relevant during the COVID-

19 pandemic.

Equipment: IoT or smartwatch or ﬁtness tracks

with monitoring of oxygen concentration – saturation.

Experimental procedure: Measure your oxygen

concentration in blood by smartwatch/band. If the

value is less than 95%, consult a doctor immediately.

Analyse of data: This experiment can be per-

formed once, and can be exported to Excel for a long

time every day. In a healthy person, the level of satu-

ration is the same and does not depend on any factor.

4.4.2 Methods Performed for a Long Time

Topic: Diet effect on body parameters, especially

on the amount of muscle, fat and bone tissue (ﬁg-

ure 7).

Aim: Demonstrate to students the relationship be-

tween diet and the amount of body fat, to form an

understanding of healthy nutrition.

Equipment: smart scale.

Experimental procedure: Firstly, student measure

the amount of muscle tissue, fat tissue, bone tissue us-

ing a smart scale. Based on the results of measuring

the amount of fat, muscle, bone tissue in your body,

students deﬁne a goal for themselves (for example,

to get rid of fat tissue) consulting with a teacher and,

based on it, chooses the diet. Students provide daily

measuring of the amount of fat, muscle and bone tis-

sue for sixth months, preferably in the morning before

meals. The data can be analysed using a smartphone

or using an Excel table.

Analyse of data: Students must deﬁne the efﬁ-

ciency of the diet and make conclusions about per-

sonal ﬁtting of the diet. Students must analyse the ten-

dencies by determining the speciﬁc periods (stressed

state of the organism and adaptation).

The method can be used in every school, but it is a

lengthy experiment. It would be better if the research

would conduct under the supervision of a teacher or

adults. It can be used as a source for data for research

works for students researching contests.

Topic: The physical activity effect on sleep du-

ration and heart rate (ﬁgure 8).

Aim: Demonstrate to students the physical activity

effect on heart rate and sleep duration.

Equipment: Smartwatch or ﬁtness tracks with

heart rate monitoring functions; blood pressure, oxy-

gen concentration (optional).

Experimental procedure: Measure the duration of

sleep and heart rate, blood pressure, oxygen concen-

tration (optional) without physical effort before going

to bed for a week. After that, 3 hours before sleep, do

one of two things:

1. Perform three times thirty squats and three times

ten push-ups; repeat the exercise cycle four times

a week; leave three days to rest.

2. Perform a 2-4 km run each day for six days per

week (1 day left to rest).

Each day students must provide measuring the du-

ration of sleep and heart rate, pressure, blood oxygen

level. Enter your blood pressure, heart rate, long and

short sleeping phases into the Excel table, and analyse

the results.

Analyse of data: Compare the measured param-

eters before the activities and during “active” week.

Deﬁne are the quality of long phase of sleep is in-

creased, deﬁne the changes of heart rate before sleep.

Compare the obtained data to well-being.

The method is simple and can be used in almost

every school, especially considering that only smart-

watch/band are required. It can be used as a source

for data for research works for students researching

contests.

Topic: Physical activity effect of human muscle

and fat tissue amount.

Aim: Demonstrate to students that regular exercise

increases the amount of muscle tissue.

Equipment: smart scale.

Experimental procedure: Measure the amount of

your muscle tissue using a smart scale. Starting the

next day, perform one of the two options:

1. Perform three approaches for 30 squats and three

times for ten push-ups. Repeat the exercise cycle

four times a week. Leave three days to rest.

Using Personal Smart Tools in STEM Education

203

(a)

(b) (c) (d)

Figure 7: Screenshot of the method of mathematical modelling of student’s nutrition ration (a), dynamic of the automatically

body state estimation (b), current state of the body (fats, muscles, water content) (c) and weight dynamic and comparing with

other users (d).

2. Make a 2–4 km run every day. Measure your mus-

cle tissue using a smart scale over sixth months.

Measure the amount of your muscular tissue using

a smart scale every day for sixth months. Capture

data with smartwatch/band interface as data or im-

port it into Excel, and at the end of the year anal-

yse the data on your muscle tissue development.

Analyse of data: Analyse the dynamic of the

weight changes and its content. Deﬁne, the tenden-

cies in changes of fat and muscles tissue amount. De-

ﬁne, changes in time stages (stress and adaptation).

Calculate the weight of fats and muscles lost during

the research. Try to deﬁne as the process of decreas-

ing fats linear, or it has steps. Describe the steps if

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204

(a) (b)

Figure 8: Dynamic of the long and short stages of sleep (a) and dynamic of the heart rate (b).

they were. The method involves performing exercises

close to sports, which is why a preliminary medical

examination and teacher’s supervision are required.

Topic: Inﬂuence of ﬁtness zone training on

resting heart rate.

Aim: To teach students to individually calculate

the maximum heart rate and the number of contrac-

tions that correspond to the ﬁtness zone of physical

activity, to select a set of exercises, the implementa-

tion of which will determine the required heart rate.

Equipment: IoT or smartwatch/band or ﬁtness

tracks with heart rate monitoring functions.

Experimental procedure: Students measure heart

rate with a smartwatch/band. Then calculate your

maximum heart rate according to the formula:

• For the girl 209 −(0.9 × age)

• For the boy 214 − (0.8 × age)

Then count 70–80% of maximum heart rate. This

will be the optimal amount of heart rate during ex-

ercise. Students need to choose their own set of ex-

ercises, which will require the number of heartbeats

controlled by a smartwatch/band. After three months

of regular exercise, students measure their resting

heart rate again.

Analyse of data: Deﬁne the optimal physical ac-

tivity provides a student’s heart rate in the ﬁtness

zone. Deﬁne the mean physical activity in the group

and compare the individual results. Deﬁne dependen-

cies of optimal physical activity to sex, weight and

age.

When doing work, students learn to use smart-

watches/bands and process their data.

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205

5 CONCLUSIONS

The amount of the smart tools increased due to its us-

ability and transcendent performance. In 2022 may

be represented up to 1.1 billion of individual smart

instruments due to shift from 4G to 5G. That means

every seventh person on the Earth will use smart tools.

So, ﬁrstly the concrete methods, which can be used

during educational researches of STEM based process

has been introduced.

At the ﬁrst time, “As is – To be” BPMN method

was proposed to evaluate the effect of the proposed

method. By using of these methods were proved that

using of personal smart tools during STEM educa-

tion characterizing by enhanced automatization and

provide developing of student’s thinking, using of

graphs, calculation and involving students to conduct

of the individual researches.

Training, health-preserving control, ergonomic,

mathematical competences, competences in the ﬁeld

of natural sciences, engineering and technology and

social competence can be achieved using personal

smart tools to provide educational researches.

“Measure of the heart rate before and after phys-

ical activity with smartwatches/bands”, “Effect of

sleep duration on heart rate”, “Determination of dif-

ferences in muscle, fat and bone composition in men

and women”, “Determination of the level of satura-

tion in suspected COVID-19”, “Diet effect on body

parameters, especially on the amount of muscle, fat

and bone tissue”, “The physical activity effect on

sleep duration and heart rate”, “Physical activity ef-

fect of human muscle and fat tissue amount”, “In-

ﬂuence of ﬁtness zone training on resting heart rate”

methods has been developed and ready to use.

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