Novel Methods for Integrating Personal Physiological Devices in STEM

Education

Viktor B. Shapovalov

1 a

, Yevhenii B. Shapovalov

1 b

, Zhanna I. Bilyk

1 c

, Pavlo D. Antonenko

2 d

Stanislav A. Usenko

1 e

, Sergey O. Zhadan

3 f

, Daniil Lytovchenko

4 g

and Katerina Postova

5 h

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

College of Education, University of Florida, PO Box 117042, Gainesville, FL 32611-7044, U.S.A.

Individual Entrepreneur “Dyba”, Kiev, 03035, Ukraine

Taras Shevchenko National University of Kyiv, 60 Volodymyrska Str, Kyiv, 01033, Ukraine

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

ﬂ

Keywords:

IoT, Personal Physiological Devices, Motivation, BPMN, STEM, ECG.

Abstract:

STEM education employs a variety of computer-based methods to improve motivation, personalization, and

the quality of learning and instruction in the STEM disciplines. However, STEM educators and researchers

often lack the knowledge and skills to integrate Internet of Things (IoT) and emerging personal physiologi-

cal devices (PPDs) to enhance STEM education research and practice. The number of smartwatches, bands,

and other PPDs has been expanding but research has so far failed to keep pace with the application of these

technologies in education. The concept of STEM (the academic and professional disciplines of science, tech-

nology, engineering, and mathematics), adopted by Ukraine for 2020-2027, highlights the necessity to develop

such efforts in Ukraine. The use of PPDs in STEM education research and practice may contribute to the in-

troduction of STEM practices to students in Ukraine. To advance our understanding of integrating PPDs in

STEM education, we have developed 13 new methods that facilitate the use of PPDs in STEM courses and

educational research. We used a variety of inexpensive and widely used devices to test our proposed methods.

Our team was probably the ﬁrst one to apply the process mapping approach of “As Is – To Be” in educational

research using the Business Process Model and Notation (BPMN) method to evaluate changes in educational

processes before and after using PPDs in Biology classes from both pedagogical and technological points of

view.

1 INTRODUCTION

The US National Science Foundation developed and

disseminated the acronym “STEM” in 2001 to replace

“SMET”. As a separate area of didactics, STEM stood

out in the USA in 2009 with its “Educate to Inno-

vate” program. However, in Ukraine, STEM use is

still in its infancy. However, its use is much less com-

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

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

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

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

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

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

https://orcid.org/0000-0002-1328-7077

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

pared to the traditional educational approach (Shapo-

valov et al., 2020) even contrary to its advantages. A

key focus in STEM education has been on increasing

the engagement and motivation of students to take up

STEM (Azevedo, 2015; Belland et al., 2013). Fur-

thermore, STEM courses are designed to facilitate the

development of 21st century learning and digital citi-

zenship skills such as communication, data process-

ing, and project management, all of which largely

depend on informed use of information technology

(International Society for Technology in Education

(ISTE), 2023; Battelle for Kids, 2019). Signiﬁcant

attention in STEM is dedicated to increasing the stu-

dents’ motivation.

The main factor in forming the STEM is the grow-

ing demand for well-prepared and qualiﬁed STEM

professionals thus contributing to the increasing em-

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

Novel Methods for Integrating Personal Physiological Devices in STEM Education.

DOI: 10.5220/0012067400003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 733-750

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

733

phasis on STEM in education. STEM professions re-

quire non-routine problem-solving skills and design

and implementation of solutions to the current sci-

ence, engineering, and design challenges for our so-

ciety. Other factors have also contributed to the in-

creased interest of educators, researchers and policy

makers in the STEM approach within education. For

example, there is a need to transform instructional

methods in the educational space from more teacher-

centered approaches (the sage on stage) to more con-

tent and student-focused active learning approaches

(Freeman et al., 2014).

STEM education tools may be classiﬁed into in-

strumental measurers, software, and modern perspec-

tive, but not widely used tools. In turn, the instru-

mental measurers can be divided into digital labo-

ratories, digital equipment, mobile phones, mobile

phones with additional sensors, and intelligent de-

vices. Software like graphical calculators, modelling

environments, games and simulations, VR video, VR

and AR (Azevedo, 2015; Belland et al., 2013; Inter-

national Society for Technology in Education (ISTE),

2023; Battelle for Kids, 2019), 3D printing, 3D mod-

elling tools (Almusawi et al., 2021), and so on. One of

the promising modern tools without widespread use

is the usage the Internet of Things (IoT) that has high

untapped potential in education due to several advan-

tages, such as using cloud computing as well as com-

putation and visualization of data measured or cap-

tured by measurers. In addition, those devices con-

nected to the personal ecosystem provide personal-

ized data.

Internet of Things (IoT) can use cloud servers

for data processing and storage. Internet of Things

includes the M2M (machine-to-machine) connection

method for measurement and interaction requiring no

human involvement.

PPDs can be considered as part of the IoT that

have automatic algorithms for processing information

and notify about a speciﬁc user parameter change.

PPDs such as IoT are electronic devices connected

through the Internet or Bluetooth and NFC. They send

measured (ﬁxed) data into the cloud, where such data

is saved. Users can get information using the cloud

from any place using an Android/iOS application or

web interface. The main advantages of its use is per-

sonalization (the personal connection of the device to

the personal page of the application/web interface).

Distinctive features of PPDs as smart tools are:

• Measurement of actual real-time data

• Processing of measured data and obtaining calcu-

lated indicators

• Analysis of the data to state changes or to display

an important to the user parameters.

PPDs include ﬁtness bands (tracks), smart-

watches, smart scales, and smartphones. Smart-

watches/bands, scales, temperature sensors, humid-

ity sensors, and speciﬁc plant sensors possess most

promising potential for use in the education process

(Gubbi et al., 2013). Personal physiological devices

(PPDs; or personal smart tools) possess most promis-

ing potential for enhancing the student learning expe-

riences in STEM education courses.

The relevance of the research is substantiated by

the increase in the number of personal wearable de-

vices due to their much higher affordability and sim-

plicity (Pal et al., 2020). There was an expected jump

from 100 million in 2016 to over 373 million in 2020

(Laricchia, 2022) and even up to 1.1 billion in 2022

due to the transformation of mobile internet connec-

tion from 4G to 5G (Visual Paradigm, 2016).

2 METHODS

The study was conducted using the methods of the-

oretical and empirical research. Firstly, analysis and

synthesis were used to determine the main trends in

the use of PPDs in education. Next, a comparative

qualitative analysis was conducted to examine and

compare the best pedagogical practices using PPDs.

The cultural-system analysis and synthesis also have

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

process. The following devices were used for proving

our experiments: Colmi band 1, Xiaomi mi band 4,

Samsung Smart Fitness Band, and Xiaomi Mi Smart

Scale 2.

To analyze the proposed teaching process modi-

ﬁcation, the use of “As is-to be” method (Next Gen-

eration Science, 2023; Common Core, 2011) was the

ﬁrst necessary step. This method uses the Business

Process Model and Notation (BPMN) (Guest, 2007)

to note the current process and the proposed approach

for both technological and pedagogical process busi-

ness analyses. BPMN provides a decomposition of

the complex processes into simple elements and con-

nects them by arrows to interpret the total process.

Additionally, BPMN uses “lines” to decompose el-

ements of the process by the executor, for example,

teacher and student.

In general, BPMN is used in business analysis.

Still, considering its speciﬁcs, it will be suitable for

use in scientiﬁc work to justify the practicality of

using proposed educational approaches. Besides,

very few researchers have used BPMN to describe

processes in education (Nechypurenko and Soloviev,

2018; Cabinet of Ministries of Ukraine, 2020).

Hotline (https://hotline.ua/) web-market and its

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

734

ﬁlters were used to evaluate the characteristics and

existence of devices that can measure the exact pa-

rameters.

3 RESULTS AND DISCUSSION

3.1 Existing IoT and PPDs ecosystems

The most popular devices are part of a smart home

and are connected using Wi-Fi or Bluetooth protocols.

The most common devices are scales, watches, and

ﬁtness trackers. The leading manufacturers of these

products are Samsung, Xiaomi with Amazﬁt/Huami

sub-brands, Apple, Google Nest and others.

Samsung smartphones can become a central link

within the entire ecosystem. From a phone, one can

control watches, devices, and headphones, write some

notes, and then continue working on them on the other

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

less. Internet availability is the necessary prerequi-

site for the entire system to work smoothly and as in-

tended. Even without the Internet, one can exchange

data between a tablet and a smartphone using Sam-

sung Flow. The heart and brain of their developments

are Bixby 2.0, an intelligent assistant that easily con-

nects to Samsung devices. Bixby 2.0 is the central

hub of the IoT ecosystem, learning from the daily in-

teraction with users’ devices to better understand and

anticipate all needs of its user.

Today more than two hundred companies and

start-ups are located under Xiaomi, each responsible

for its product type. The Amazﬁt brand is develop-

ing ﬁtness trackers and intelligent clock, and SmartMi

produces intelligent home appliances. Wearing elec-

tronics has long since ceased to be a curiosity, and

today it helps monitor physical activity, sleep qual-

ity, and overall health for millions of users world-

wide. Xiaomi could not remain indifferent and, to-

gether with Amazﬁt, has found its niche in the ranks

of intelligent wearable gadget manufacturers. It is no

secret that Xiaomi Mi Band is one of the best and

most popular ﬁtness trackers. The ﬁtness bracelet is

improving its capabilities with each new generation

and becoming more functional. Moreover, it main-

tains a reasonably loyal price tag thus ensuring the

gadget’s enduring popularity.

Nonetheless, the company is not in charge of

wearable gadgets. Household medical devices, such

as electronic thermometers, inhalers, and tonometers,

have also found their place within the model ranges of

the aforementioned Chinese technology giants. Re-

cently, Xiaomi has begun mastering another area –

home simulators. At the moment, among Xiaomi’s

simulators, one can ﬁnd the WalkingPad A1 folding

treadmill. There is no doubt that the company will

also cover other sports equipment for home sports in

the nearest future.

Apple HomeKit and Health app are the platforms,

the central purpose of which is to unite all the smart

technologies within one home. The HomeKit plat-

form was released by Apple back in 2014 as part

of the WWDC conference, and already a year later,

full-ﬂedged devices based on it became available for

sale. Starting with the iOS 8 operation system, Ap-

ple mobile devices would be able to manage com-

patible home appliances and home life support sys-

tems. One of the advantages of HomeKit is close in-

tegration with the Siri virtual assistant. Home Kit can

be controlled by voice commands, which opens up

enormous opportunities for home appliance develop-

ers and software developers. A native application ap-

peared in iOS 10 to replace third party software. The

program was able to take over the management of all

Smart Home appliances equipped with the appropri-

ate software. Apple’s Health app allows to monitor

health and daily activity whilst providing important

information to one’s family or friends when needed.

It is especially critical in the event of an accident or

sudden illness and while tracking ﬁtness stress. The

app excellently works with Apple Watch. For exam-

ple, Apple Watch can measure the level of O2 in blood

and take electrocardiograms.

Google began taking its ﬁrst steps towards a smart

home back in 2016 when it introduced the ﬁrst Google

Home speaker. It is supposed to be an analogue of

Amazon Echo, i.e. it can control home appliances

and be used as a multimedia device. The Google Cast

application, which is used to conﬁgure and manage

Chromecast devices, has since been renamed Google

Home. One of the latest innovations 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 2019, Google presented its product Nest

Hub Max at a presentation. Google’s Home Hub had

a camera and added multiplayer functions. Several

operating tools of Google Nest are supporting Google

Assistant. In addition to the devices produced and

presented by Google itself, many companies manu-

facture devices compatible with this ecosystem. Their

number has already surpassed 500. Each day, there

are more and more manufacturers producing products

marked “works with Google Assistant”.

However, it seems relevant to analyze the ecosys-

tems of those companies based on the parameters that

can be measured by particular equipment. The main

Novel Methods for Integrating Personal Physiological Devices in STEM Education

735

parameters used during educational research are heart

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

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

body. Exa plus devices of different companies that

can measure exact parameters are presented in table 1.

3.2 Analysis of Proposed Teaching

Process Modiﬁcation

PPDs are capable of providing a transcendent educa-

tional experience, meaning students can interact with

objects directly. They investigate whether it is nec-

essary by themselves. By using PPDs, students can

perform different activities such as assessing the level

of O2 in blood, heart rate, and more. To create an

intelligent lesson, it is necessary to achieve connec-

tivity between innovative tools and smartphones via

speciﬁc applications, for example, Xiaomi Mi Fit.

During the “As is” for research, STEM-lesson pro-

cess anticipates that the teacher explains the theory,

sometimes challenging for students’ understanding,

with further explanation of parameters that will affect

the object or function. In all cases, the teacher will

explain an experiment using the class board without

any research, less often by providing demonstrations,

and, very rarely, by conducting a group experiment.

In these cases, a student does not understand the ma-

terial clearly. Moreover, skills and competencies de-

livered using this process will be limited only by a

speciﬁc topic, laid down in the lesson, which may be

insufﬁcient according to the latest international and

Ukrainian documents.

The technical part for all demonstrations and

group experiments will be mostly provided manually

by students or teachers. The results will be calculated,

processed, and interpreted manually. This time can be

used more beneﬁcially for students’ teaching process.

Thus, measurement starts with choosing the measurer

and providing measurement. Obtained data must be

noted and written using a class board or worksheets.

The calculation is provided manually, which may be

more useful than automatic computation. The best ef-

fect may be obtained by combining both manual and

automated analysis. Obtained data is interpreted in

graphs, board, or worksheets. Finally, the graphics

and data are analyzed.

Typically for the “As is” process, the teacher starts

classes from the theory and further transfers to the

more practically oriented part, explaining the factors

affecting some object or function. Pupils will have

demonstrations, group experiments, or personal ex-

periments based on the available innovative tools. Un-

derstanding of the materials will be better due to the

higher speed of the research. Calculation and graph

creation will be provided automatically. Students will

work with personal data and graphs. Then they will

understand how to work with graphics and data and

how to use unique wearable intelligent tools to pro-

vide research that will motivate students to research

and present better usage for health care. Due to per-

sonal experiments, students will have more questions

than in the as-is process due to higher motivation.

Proceeding towards the ﬁnal part of “As is” process

classes will ﬁnish with investigation and discussion

of the results.

The main features of the “To be” approach are

time-saving and motivation increase. From a tech-

nical point of view, “To be” process is signiﬁcantly

more automatic. In this case, all methods of measur-

ing and analyzing are provided by teachers and stu-

dents. The entire analysis process – which includes

sending measured data to a smartphone, saving data,

processing data and creating a graph – must be con-

ducted by the teacher or student. The data using ad-

ditional software can be imported to Excel for further

processing.

The “To be” process is more interactive, engaging,

and beneﬁcial for students. Furthermore, it motivates

them to provide personal research and learn how to

use individual smart gadgets in healthcare. ”To be”

process may save much more time when used effec-

tively. Surely, it is worth noting that students are fa-

miliar with how to process the data during the “As is”

process. Thus, it seems useful to combine these meth-

ods.

3.3 Methods for Integrating Personal

Physiological Devices in STEM

Education

3.3.1 Methods That Can Be Used in Biology

Topic: Measuring heart rate before and after physical

activity with smartwatches/bands.

Learning objective: Develop knowledge and

skills to use a smartwatch/band to measure heart rate

and study the effects of physical activity on heart rate.

Target age group: middle and high schoolers.

Equipment: PPDs or smartwatch/bands or ﬁtness

tracks with heart rate monitoring functions; blood

pressure, oxygen concentration (optional)

Experimental procedure: This method involves

selecting 10 participants of each biological sex for

the study. Firstly, each participant takes their heart

rate, blood pressure (optional), and oxygen concen-

tration (optional) measurements at rest. Afterwards,

each student must do 20 squats. Following this ex-

ercise, he/she needs to take measurements one more

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

736

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 devises: Sam-

sung Galaxy Watch

1, Samsung Galaxy

Watch 2, Samsung

Galaxy Watch 3

100% of devises:

Amazﬁt T-Rex,

Amazﬁt Bip S,

Amazﬁt Stratos

100% of devises:

Apple Watch Series

1, Apple Watch Se-

ries 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 %) Apple

Watch Series 5, Ap-

ple 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 devises:

Apple Watch Series

N/A 11.7% Aspolo

M1Plus, Aspolo

DT35, UWatch E66

Sleep quality

(stages of the

sleep)

100% of devises: Sam-

sung Smart Charm,

Samsung Galaxy Fit

E, Samsung Galaxy

Watch Active

100% of devises:

Xiaomi mi band

4, Xiaomi mi

band 5, Amazﬁt

GTS,

100% of devises:

Apple Watch Series

5, Apple Watch Se-

ries 6, Apple Watch

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

time. The analyzed data can be personalized as a

graph on their smartphone and in a table drawn on

a blackboard. The teacher ﬁnds regularities related

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

explains them to the audience (ﬁgure 3) and ﬁll the

table 2.

Data analysis: We need to ﬁnd regularities before

and after physical activity to analyze the data. For ex-

ample, compare actual and relative changes in indica-

tors after physical activity in boys and girls, and we

need to ﬁnd dependencies from other indicators, such

as height and weight.

Topic: The effect of sleep duration on heart rate.

Aim: Demonstrate to students that sleep duration

affects the functioning of the circulatory system. Use

the personal example to prove to students the impor-

tance 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 per-

sonalized, so each student must carry it out separately.

The method foresees changing the time regime in two

steps. Firstly, students during the experiment must get

sleep daily for seven days, falling asleep at 22:00 and

getting up at 7:00. As soon as they wake up, students

measure their heart rate, blood pressure (optional),

oxygen concentration (optional), ECG (optional), as

well as the quality of their sleep. After the ﬁrst seven

days of the test, students must fall asleep at 23:00 and

wake up at 6:00 with students measuring the same pa-

rameters and recording the ﬁndings. To determine the

cardiac cycle, use ﬁgure 4.

Data analysis: Analysis of the data is performed

through comparison of the heart rate and oxygen con-

centration in the blood during the ﬁrst stage (falling

Novel Methods for Integrating Personal Physiological Devices in STEM Education

737

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

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

asleep at 22:00 and waking up at 7:00) and during the

second stage (falling asleep at 23:00 and waking up

at 6:00) with the normal condition. Using theoretical

knowledge, changes in data must be attached to stress

or adaptation state and ﬁll the table 3.

The experiment is safe and can be conducted re-

gardless of any health conditions. However, we rec-

ommend that the teacher or adults supervise the re-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

738

Table 2: Table to experimental project “Measuring heart rate before and after physical activity with smartwatches/bands”.

Age Sex Heart rate

(before)

Heart rate

(after)

Blood pressure

(optional) before

Blood pressure

(optional) after

Oxygen concentra-

tion (optional) before

Oxygen concentra-

tion (optional) after

(a)

(b) (c)

Figure 3: Experimental part of the work (a), heart rate be-

fore (b) and after exercise (c).

search. Based on the results, it is possible to study

adaptation, human comfort areas, and stress condi-

tions. Figures to illustrate analysis process is shown

in ﬁgure 5.

To determine the cardiac cycle, use ﬁgure 4.

Topic: Determination of differences in muscle, fat

and bone composition in males and females.

Aim: Demonstrate to students some differences

Table 3: Table to project “The effect of sleep duration on

heart rate”.

Sleep duration

9 hours 7 hours

Heart rate

Blood pressure (optional)

Oxygen concentration (optional)

The duration of the cardiac cycle

on the ECG (*)

Figure 4: Relationship between ECG and cardiac cycle

stages.

in male’s and female’s muscle, fat, and bone compo-

sition. Explain the reasons for such differences.

Experimental procedure: The technique in-

volves selecting 10 participants of each sex for the

study. Each of the students must measure muscle, fat

and bone tissue. The analyzed data can be person-

alized 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 and ﬁll ta-

ble 4.

Data analysis: To analyze the data, it is necessary

to ﬁnd regularities in the amount of muscle, fat, and

bone tissue and compare the actual and relative speed

Novel Methods for Integrating Personal Physiological Devices in STEM Education

739

(a)

(b)

Figure 5: Interface of smart watch’s application sleep tab

(Amazﬁt Zepp) (a) and the result of the analysis (b).

Table 4: Table to project “Demonstration to students some

differences in male’s and female’s muscle, fat, and bone

composition. Explain the reasons for such differences”.

N Age Sex The amount

of muscle

The

amount

of fat

The amount

of bone tissue

of change in male and female bodies. It is necessary

to mention that the method is simple and easy to use

in any school, especially, since it does not require so-

phisticated, expensive smart equipment. At the same

time, it is useful because students measure the real in-

dicator, compared to the traditional process, and they

also learn to analyze data and graphs on their smart-

phones. Students are also more motivated to continue

research after class. To analyze 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 of muscular, fat, and bone

tissue in male and female bodies bodies (ﬁgure 6).

Topic: Determination of the oxygen saturation

level in blood as indicator of SARS-CoV-2 (related

to COVID-19).

Aim: Teach students to measure the level of blood

saturation in the blood, which became especially rel-

evant during the COVID-19 pandemic.

Equipment: PPDs or smartwatch or ﬁtness track-

ers with the ability to monitor oxygen concentration –

saturation.

(a)

(b)

Figure 6: The procedure of weight measuring (a), exam-

ple of weight displaying (b), interface of integral automatic

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

Experimental procedure: Measure your oxygen

concentration in blood with smartwatch/band. If the

value is less than 95%, consult a doctor immediately

and ﬁll the table 5 (ﬁgure 7).

Table 5: Table to project “Determination of the oxygen sat-

uration level in blood as indicator of SARS-CoV-2 (related

to COVID-19)”.

Condition

Blood saturation

(oxygen concentration)

Before dinner

After dinner

Before exercises

After exercises

Data analysis: This experiment can be performed

once and can be ported to Excel for a long time every

day. For a healthy person, the level is the same and

does not depend on any factor.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

740

Figure 7: The result of oxygen content in blood determina-

tion.

3.3.2 Methods performed for a Long Time

Topic: Diet effect on body parameters, especially on

the amount of muscle, fat and bone tissue.

Aim: Demonstrate to students the relationship be-

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

derstanding of healthy nutrition.

Equipment: smart scales.

Experimental procedure: Firstly, students mea-

sure the amount of muscle tissue, fat tissue, and bone

tissue using smart scales. Based on the results of

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

sue in your body, students deﬁne a goal for them-

selves (for example, to get rid of fat tissue), consult

with a teacher and, based on it, choose the diet. Stu-

dents provide daily measurements of the amount of

fat, muscle and bone tissue for six months, preferably

in the morning before meals. The data can be ana-

lyzed using a smartphone or using an Excel table and

to do it, ﬁll table 6.

Table 6: Table to project “Diet effect on body parameters,

especially on the amount of muscle, fat and bone tissue”.

N Condition The

amount

of muscle

The

amount

of fat

The amount

of bone tissue

1 Before diet

2 After diet

Data analysis: Students must deﬁne the efﬁ-

ciency of the diet and make conclusions about the per-

sonal ﬁt of the diet. Students must analyze the tenden-

cies by determining the speciﬁc periods (stressed state

of the organism and adaptation). The method can be

used in any school, but it is a lengthy experiment. It

is highly advised that such research is conducted un-

der supervision of either a teacher or adults. It can be

used as a source of data for research works aimed at

participation in research contests among students.

Topic: The physical activity affects sleep duration

and heart rate.

Aim: Demonstrate to students the physical activ-

ity effect on heart rate and sleep duration.

Equipment: Smartwatch or ﬁtness trackers with

heart rate monitoring functions; blood pressure, oxy-

gen concentration (optional).

Experimental procedure: Measure the duration

of sleep and heart rate, blood pressure, and oxygen

concentration (optional) without physical effort be-

fore going to bed for a week. Afterwards, 3 hours

before sleep, students must do one of the two possi-

ble things: A) Perform three sets, thirty squats each,

and three sets with ten push-ups each; repeat the ex-

ercise cycle four times a week; spend three days rest-

ing. B) Perform a 2-4 km run each day for six days

per week (1 day left to rest). Each day, students must

measure the duration of sleep and heart rate, pressure,

and blood oxygen level. Enter blood pressure, heart

rate, and long and short sleeping phases into the ta-

ble 7, and analyze the results.

Table 7: Table to project “The physical activity affects sleep

duration and heart rate”.

N Condition Heart

rate

Blood

pressure

Blood oxy-

gen level

1 Before activity

2 After activity

Data analysis: Compare the measured parame-

ters before the activities and during the “active” week.

Deﬁne whether the quality of the long phase of sleep

is increased, deﬁne the changes in heart rate before

sleep. Finally, compare the obtained data with well-

being. The method is simple and can be used in al-

most every school, especially considering that only

smartwatch/band is required. In addition, it can be

used as a source for data fused in research works

aimed at participation in research contests among stu-

dents.

Topic: Physical activity effect on human muscle

and fat tissue amount.

Aim: Demonstrate to students that regular exer-

cise increases the amount of muscle tissue.

Equipment: smart scale.

Experimental procedure: Measure the amount

of your muscle tissue using smart scales. Starting the

next day, perform one of the two options:

A) Perform three sets, 30 squats each and three

sets of push-ups, ten reps each. Repeat the exercise

cycle four times a week. Leave three days for rest.

B) Make a 2-4 km run every day. Measure your

muscle tissue using smart scales over six months.

Measure the amount of your muscular tissue using

Novel Methods for Integrating Personal Physiological Devices in STEM Education

741

(a)

(b) (c) (d)

Figure 8: 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).

smart scales every day for six months. Capture data

with the smartwatch/band interface as data or import

it into Excel and, at the end of the year, analyze the

data on your muscle tissue development and ﬁll table

Data analysis: Analyze the dynamic of the

weight changes and their content. Deﬁne the ten-

dencies in changes of fat and muscles tissue amount.

Deﬁne changes in time stages (stress and adaptation).

Calculate the weight of fat and muscles lost during the

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

742

Table 8: Table to project “Demonstrate to students that reg-

ular exercise increases the amount of muscle tissue”.

N Condition The

amount

of muscle

The

amount

of fat

The

amount of

bone tissue

1 Before exercises

2 After exercises

research. Try to deﬁne whether the process of fat de-

crease is linear, or features steps. Describe the steps,

if applicable. The method involves performing ex-

ercises, which can be qualiﬁed as doing sports, so a

preliminary medical examination and teacher’s super-

vision are required.

(a)

(b)

Figure 9: Dynamic of the long and short stages of sleep (a)

and dynamic of the heart rate (b).

Topic: Inﬂuence of ﬁtness zone training on rest-

ing 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: PPDs or smartwatch/band or ﬁtness

trackers with heart rate monitoring functions.

Experimental procedure: Students measure

heart rate with a smartwatch/band. For the next step,

they calculate maximum heart rate according to the

formula:

• For females 209 − (0.9 · age)

• For males 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 exercises,

which will require the number of heartbeats con-

trolled by a smartwatch/band. After three months of

regular exercise, students measure their resting heart

rate again.

Data analysis: Deﬁne the optimal physical activ-

ity that 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 on sex, weight and

age.

Students learn to use smartwatches/bands and pro-

cess their data when doing work.

Topic: Effect of holding breath on heart contrac-

tion.

Aim: investigate whether holding one’s breath af-

fects heart rate and ECG.

Equipment: Smartwatches/bands with heart rate,

blood pressure (optional), oxygen concentration (op-

tional), ECG (optional), stopwatch.

Experimental procedure: It is ﬁrst necessary

to measure the time of maximum possible period of

holding breath in the standing and sitting position af-

ter inhalation/exhalation with a stopwatch. Between

measurements, it is necessary to have a rest for no less

than 5 minutes. Next, a student needs to hold his/her

breath and measure one of the following parameters:

heart rate, blood pressure (optional), oxygen concen-

tration (optional), and ECG (optional) while standing.

Rest for 5 minutes is due next. A similar experiment

has to be repeated in a standing position.

Data analysis: Analyze the time of holding breath

among different students. Does this value depend on

inhalation/exhalation, body position, sex, and level

of physical ﬁtness? Fill in table 9 (A). Compare

heart rate, blood pressure (optional), oxygen concen-

tration (optional), duration of the cardiac cycle on the

ECG without holding breath and with respiratory ar-

rest during exhalation/inhalation in sitting and stand-

ing positions. Fill in table 10 (B).

Table 9: Table A to project “Effect of holding breath on

heart contraction”.

N Condition (sex) Respiratory ar-

rest time after

inhalation (c)

Respiratory ar-

rest time after

exhalation (c)

Sitting position

(female)

Sitting position

(male)

Standing posi-

tion (female)

Standing posi-

tion (male)

Novel Methods for Integrating Personal Physiological Devices in STEM Education

743

Table 10: Table B to project “Effect of holding breath on heart contraction”.

N Condition Heart

rate

Blood pressure

(optional)

Oxygen concen-

tration (optional)

Duration of the car-

diac cycle (optional)

With respiration, in a sitting position

With respiration, in a standing position

Breath held after inhalation, sitting position

Breath held after inhalation, standing posi-

tion

Breath held after exhalation, sitting position

standing position

Topic: Inﬂuence of controlled hyperventilation on

the duration of holding breath.

Aim: Demonstrate to students that the removal of

CO2 from the body affects the breath-holding time.

Equipment: Smartwatches/bands with a stop-

watch.

Experimental procedure: A student has to hold

one’s breath for as long as possible, record the dura-

tion of this state. The next step presupposes assuming

horizontal body position. A student has to take 30 in-

tense breaths (breathe a little faster than usual) then

exhale calmly and relax their lungs. Afterwards, one-

needs to move a little quicker than usual and then hold

breath on exhaling as long as possible. It is necessary

to record the duration of the breathless state. A stu-

dent is to takeone deep breath next and hold you’re

their breath for 15 seconds and repeat the actions de-

scribed above two more times. This technique should

not be used while swimming, driving, in the shower,

or anywhere else while standing and ﬁll table 11.

Table 11: Table to project “Inﬂuence of controlled hyper-

ventilation on the duration of holding breath”.

N Condition Duration,

seconds

1 Simple approach to holding breath

2 Holding breath with hyperventila-

tion, ﬁrst time

3 Holding breath with hyperventila-

tion, second time

4 Holding breath with hyperventila-

tion, third time

Data analysis: Compare the duration of holding

breath without and with controlled hyperventilation.

How does preliminary controlled hyperventilation af-

fect the breath-holding time? What is the impact of

each iteration?

Topic: Effect of hypoxia on blood oxygen levels.

Aim: Demonstrate to students that the concentra-

tion of oxygen in the blood can be temporarily af-

fected.

Equipment: Smartwatches/bands with oxygen

concentration.

Experimental procedure: Hold your breath for

as long as possible. At the end of the period with-

out breath, use the gadget’s oximeter function to mea-

sure the value of oxygen concentration in the blood.

Assume a horizontal body position. Take 30 deep

breaths (breathe a little faster than usual). Exhale

calmly, just to relax your lungs. It would be best if

you breathe a bit faster than normal. Hold your breath

on exhalation as long as possible. At the end of the

period without breath, use the gadget’s oximeter func-

tion to measure the value of oxygen concentration in

the blood. Take one deep breath and hold it for 15

seconds. Repeat these steps two more times. This

technique should not be used while swimming, driv-

ing, in the shower, or anywhere else while standing

and ﬁll table 12.

Table 12: Table to project “Effect of hypoxia on blood oxy-

gen levels”.

N Condition Oxygen con-

centration, %

1 Before holding breath

2 Simple approach to holding

breath

3 Holding breath with hyperventi-

lation, ﬁrst time

4 Holding breath with hyperventi-

lation, second time

5 Holding breath with hyperventi-

lation, third time

Data analysis: Is it possible to reduce the oxy-

gen concentration in the blood by simply holding your

breath? Compare the value of blood oxygen concen-

tration due to respiratory arrest with and without con-

trolled hyperventilation. How does preliminary hy-

perventilation affect blood oxygen levels? What is

the impact of iteration?

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

744

Topic: Effect of vagus nerve stimulation on heart

rate.

Aim: Demonstrate to students that vagus nerve

stimulation can affect heart rate.

Equipment: Smartwatches/bands with heart rate.

Experimental procedure: Measure your heart

rate. Wash your face with cold water or immerse it in

a bowl of cold water for a few seconds. Measure the

heart rate again.

Data analysis: Compare heart rate before and af-

ter face contact with cold water. What is the inﬂuence

of vagus nerve stimulation on heart rate? Can this ef-

fect be applied in practice?

Table 13: Table to project “Effect of vagus nerve stimula-

tion on heart rate”.

N Condition Heart rate, bpm %

1 Before nerve stimulation

2 After nerve stimulation

Topic: Does the heart rate change depending on

the position of the human body?

Aim: Demonstrate whether the heart rate changes

with the different position of the human body?

Equipment: Smartwatches/bands with heart rate.

Experimental procedure: Lie down horizontally.

Wait a few minutes. Measure your heart rate. Sit up.

Wait a few minutes. Measure your heart rate. Stand

up. Wait a few minutes. Measure your heart rate.

Data analysis: Compare the heart rate at different

body positions. Is there a difference? How can this be

explained?

Table 14: Table to project “Does the heart rate change de-

pending on the position of the human body?”.

N Condition Heart rate, bpm %

1 Lying

2 Sitting

3 Standing

4 DISCUSSION

4.1 Advantages of Using PPDs in the

Educational Process

The main functions of PPDs devices in the educa-

tional process are deﬁned as:

• The training functions. The training involves di-

rect use of PPDs to study individual subjects, pri-

marily STEM subjects. Most often, certain types

of devices are used as a tool to perform a learning

task. They can also be used in the design of re-

search activities and the performance of research

tasks.

• The health-preserving function involves using

PPDs devices as a tool for monitoring the prime

indicators of the body in order to form a healthy

lifestyle with the subsequent formation of skills to

control physical shape. It can also monitor vital

signs for people in need of such service.

• The control function involves using devices as a

tool for self-control and external control (parents,

managers). We control certain activities and the

children’s GPS, especially among primary school

and preschool children, by parents or other people

performing parenting duties. If necessary, such

control may be carried out by a teacher. It helps

to increase self-control, which is supported by

habits.

• The ergonomic function involves using devices to

improve productivity, namely planning, coordi-

nating the use of their time, and the effectiveness

of the actual use of tools that help increase the pro-

ductivity of each child and the educational process

as a whole.

Rational use of PPDs devices and time allows the

control the child’s admissible physical, nervous and

mental loads while also having the potential to in-

crease said child’s working capacity.

The use of smartwatches/bands in the learning

process contributes to the development of principal

competencies:

• Mathematical competence expressed in the for-

mulation of navigation, calculation of the neces-

sary parameters using indicators created at a rea-

sonable age.

• Competencies in the ﬁeld of natural sciences, en-

gineering and technology are formed based on ac-

quiring skills in working with physical parame-

ters, vital signs, geolocation data, ability to work

with different models of speciﬁc devices and their

analogues, etc.; innovation is deﬁned in the for-

mation of skills in the use of leading technolo-

gies for personal and public health. During the

connection process of smartwatches/bands with a

smartphone, the students get acquainted with the

concepts of “cloud technology”, “synchroniza-

tion”, and “remote access”. The mastery of this

knowledge will facilitate information and digital

competence formation.

• Social competencies manifest in the conﬁgura-

tion of the ability to be aware of personal feel-

ings and pay attention to internal needs, which

Novel Methods for Integrating Personal Physiological Devices in STEM Education

745

is displayed 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 competencies. For example, a

student can see that negative emotions (anger, ag-

gression) accelerate their heart rate on their smart

clock. In addition, these devices can contribute

to the motivation increase to maintain a healthy

lifestyle. For instance, one can offer students a

cup of coffee, an ’energy drink’ and then measure

their heart rate. Such experiments will demon-

strate the effect of certain substances on the func-

tioning of individual organs and systems.

Smartwatches/bands also have considerable po-

tential to develop valuable skills and habits. For ex-

ample, most of these devices have a reminder mode.

At ﬁrst, one can set up a notiﬁer that one needs to do

some exercises after 40 minutes in a sitting position

(while doing homework). After 40 repetitions of this

sequence, a helpful skill becomes a habit that can be

reproduced without a smart device.

Notwithstanding, smartwatches/bands have the

most pedagogical potential in shaping research com-

petencies.

The document “The European Qualiﬁcations

Framework for Lifelong Learning” (Guest, 2007) de-

termines that a high-level specialist should have re-

search competence in their ﬁeld of knowledge. Re-

search competence is the ability of the acquired edu-

cation to perform educational research tasks and carry

out research activities to obtain new knowledge and

ﬁnd ways to apply them, following the proﬁle of the

study (Nechypurenko and Soloviev, 2018; Cabinet of

Ministries of Ukraine, 2020).

With the help of smart watches/bands, a student

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

acquiring new knowledge. A student can also analyze

this data with mathematical tables – thus fulﬁlling the

step 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 physi-

cal activity, and they will ask problematic questions:

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

lated? Therefore, the whole lesson is laid out around

these questions of doubt.

There is also potential in using smart-

watches/bands for students with special needs.

For example, it is challenging to teach a child with

hearing disabilities how to measure their pulse.

Smartwatches/bands can help solve this issue.

This article presents several methods of us-

ing smartwatches/bands during the learning process.

These methods can be divided according to the time

they consume:

1) methods that can be directly used in the learning

process at school;

2) methods that ensure long-term experiments, for

example, within 24 hours, the latter’s application

is relevant to the performance of research work or

projects by students;

3) methods that can be used out of school and after

school.

Thus, the use of the smartwatch/band allows:

1) to create motivation for learning activities;

2) to create an impulse for a healthy lifestyle;

3) to develop information-digital, health care and re-

search competencies.

4.2 Alignment of PPD Use with

Curriculum Standards

IoT technologies and Cloud Services are becoming

more and more popular in education (Fossland and

Krogstie, 2016). IoT will signiﬁcantly improve the

quality of education. Implementation of IoT in ed-

ucation will create new ways to learn by support-

ing more personalized and dynamic learning experi-

ences. IoT will give teachers new methods to explain

the material during lessons (Fossland and Krogstie,

2016; Mendling and Weidlich, 2013). Moreover, IoT

will offer an excellent opportunity to provide individ-

ual lessons to people with some disabilities (Morais

et al., 2020). However it is lack of the studies re-

lated to using them in education. Furthermore, it was

shown that the use of IoT technologies in the edu-

cational process will improve the quality of learning

(Wiechetek et al., 2017). Besides, their scientiﬁc re-

search showed that the use of IoT technologies signif-

icantly increases overall opportunities to fulﬁll cre-

ative abilities for both teachers and students.

Using the Internet of Things in Education is excel-

lent for involving and educating students. Different

researchers in their articles have tried implementing

PPDs to provide various services in smart campuses

accessible on handheld devices by ensuring ideal con-

nectivity among multiple things. Some authors create

educational systems based on wearable devices and

IoT technologies (McRae et al., 2018; Abd-Ali et al.,

2020). This education system integrates with the IoT

tools and special apps to create more interactions be-

tween teachers and students in class while providing

more innovative learning possibilities. Also, IoT can

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

746

inspire school students and increase their concentra-

tion in the classroom during the lessons (Liang et al.,

2019).

Previously, it was proposed to use such technolo-

gies as mobile Internet devices to form the general

scientiﬁc component of a bachelor in electromechan-

ics competency in the modelling of technical objects

(Modlo et al., 2019a,b). However, using mobile In-

ternet devices is a perspective way to improve the

quality of education in general. The authors have

proposed different tools to work with. For exam-

ple, mobile augmented reality tools, mobile computer

mathematical systems, cloud-oriented tabular proces-

sors as modelling tools, mobile communication tools

for organizing joint modelling activities and more

(Mavroudi et al., 2018; Pervez et al., 2018).

At the same time, despite showing promise PPDs

are not widely used in education. There is currently

no complete, systematic list of approaches and guide-

lines for integrating PPDs in the classrooms. Today,

the most popular PPDs is a smartphone, but there is

a lack of methods that have been proposed methods

implying the use of smart scales and bands/watches.

PPDs are becoming increasingly popular in most of

the healthcare system. For example, some human dis-

eases require constant monitoring of the heart. De-

vices used for this purpose transmit data to the cloud

and, if necessary, signal their users regarding any

issues, requiring immediate attention (Modlo et al.,

2019b). PPDs have been used widely in everyday

life, sport, medicine and healthcare (Wu et al., 2008).

For example, wearable devices are used to monitor

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

tors whenever necessary (Wu et al., 2008). However,

there is a lack of studies that substantiated using of

PPDs.

One of the proposed systems were collected data

from the classroom, not only presenting information

to students but also collecting data based on their in-

teractions. This data can be uploaded and accessed by

using a smart e-learning application. In smart class-

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

ing of teaching space or PPDs that support students,

when multiple functions are brought together (Modlo

et al., 2019a; Stradolini et al., 2017; Veeramanickam

and Mohanapriya, 2016).

Some schools, colleges and universities, such as

Oral Roberts University in Oklahoma, have intro-

duced the mandatory wearing of ﬁtness bracelets to

monitor students’ physical activity during the day or

physical training. However, there are also potential

concerns about the consistent use of PPDs. For ex-

ample, psychologists warn that wearing these devices

can harm people with digestive disorders (Valks et al.,

2019). Buchanan (Buchanan, 2015) also proves the

positive role of ﬁtness bracelets for students’ health,

as they create motivation to take the required number

of steps per day. A study by Ertzberger and Martin

(Ertzberger and Martin, 2016) showed that teachers

wear ﬁtness bracelets to increase motivation for phys-

ical activity).

4.3 Role of Personalized PPDs in

Educational Standards of Ukraine

The introduction of STEM in Ukraine is regulated at

the legislative level in the Concept of Development

of Natural and Mathematical Education (STEM). Ac-

cording to this document, science and mathematics

education (STEM) is a holistic system of science and

mathematics education. The term ‘interdisciplinary’

in STEM according to Ukrainian interpretation means

the integration of natural sciences (biology, chemistry,

etc.), but not such disciplines as science, technology,

engineering and math (Polikhun et al., 2018). Usu-

ally, in English-language sources, integration is un-

derstood as the relationship of one of the disciplines

of sciences (biology, chemistry, or physics) with en-

gineering and mathematics to solve a particular prob-

lem. According to the concept, the goal of STEM

education is the development of personality through

the formation of competencies, natural science pic-

ture of the world, worldviews, and life values us-

ing a transdisciplinary approach to learning. In our

opinion, it is difﬁcult to apply a transdisciplinary ap-

proach during the real process of learning at school.

Transdisciplinary implies deep integration of disci-

plines in content and methods and foresees providing

a new quality of research or problem-solving. Trans-

disciplinary provides close integration of knowledge

ﬁelds, and – as a result – disciplines such as nanotech-

nology emerge. Due to the conditions of the mod-

ern Ukrainian school education system, such courses

are practically not conducted. So, the term transdisci-

plinary will not be used in this paper.

In the Ukrainian Concept, STEM, natural sciences

and mathematics are relegated to a single document.

We believe that the concept quite successfully de-

scribes the aims of STEM education, including the

formation of skills to solve complex, practical prob-

lems, comprehensive development of personality by

identifying its inclinations and abilities; mastering the

means of cognitive and practical activities; educa-

tion of a person who strives for lifelong learning, the

formation of practical skills, and creative application

knowledge.

Thus, considering the Concept of natural-

mathematical education (STEM) in Ukraine, the use

Novel Methods for Integrating Personal Physiological Devices in STEM Education

747

of personal PPDs during the educational process

is not only modern but may also be effective and

promising.

Providing educational research with students us-

ing PPDs corresponds to STEM. Since biology is one

of the scientiﬁc disciplines, it is corresponding to sci-

ences (S). Furthermore, the teacher may ask questions

and request students to ﬁnd and analyze some sci-

entiﬁc publications to formulate hypotheses. In ad-

dition, students provide the research using proposed

methods. As a result of each work, students may

make conclusions that are related to their optimum to

reach some aim. For example, they may ﬁnd their op-

timum that keeps their health and well-being during

physical activities, which in turn leads to the forma-

tion of personalized methodology (technology; T) in

personal health. Taking part in classes, students will

think or ask about how a PPDs works: how it mea-

sures, how it provides calculation, and how it sends

data on the devices. Thereby, it will develop their en-

gineering thinking (E). Proposed methods contain all

automated calculations by PPDs manual calculations

by students, and analysis of obtained results (M).

Nevertheless, despite some deviations from the

classical (American) interpretations of deﬁnitions re-

lated to STEM education in Ukraine, in our opinion,

the Concept positively impacts the development of

education and pedagogy in Ukraine and ensures us-

ing enchasing motivation and measuring tools such as

PPDs.

4.4 Alignment with Relevant K-12

STEM Education Standards in the

United States

The activities and methods for implementing PPDs in

STEM education align well with a number of STEM

education standards in the United States. For exam-

ple, Next Generation Science Standards a relevant

standard for students in elementary grades 4-PS4-3

Waves and Their Applications in technologies for In-

formation Transfer (Next Generation Science, 2023).

This standard supports teachers and students in gen-

erating and comparing multiple solutions that use pat-

terns to transfer information (e.g., ECG information

sent from a smartwatch to a mobile phone smartphone

interface).

Similarly, the Common Core State Standards for

teaching literacy and mathematics include a set of

standards for measurement and data analysis. For

instance, standard CSS.Math.Content.5.MD.B.2 re-

quires that students learn to represent and interpret

data such as plotting the trends in a person’s ECG

based on smartwatch recordings (Common Core,

2011).

Finally, a highly relevant set of US standards to

support the use of PPDs in STEM education was de-

veloped in 2016 by the International Society for Tech-

nology in Education (International Society for Tech-

nology in Education (ISTE), 2023). For example,

students are expected to “critically curate a variety

of resources using digital tools to construct knowl-

edge, produce creative artifacts and make meaningful

learning experiences for themselves and others” (1.3

Knowledge Constructor). Students are also supposed

to engage in computational thinking to “develop and

employ strategies for understanding and solving prob-

lems in ways that leverage the power of technological

methods to develop and test solutions” (1.5 Compu-

tational Thinker). All these standards are highly rele-

vant to the implementation of PPDs in STEM educa-

tion and support teachers’ use of smart technologies

in the classroom.

Thus, the use of PPDs meets Ukrainian and Amer-

ican educational standards. The development of

methods for using PPDs during the educational pro-

cess is an urgent issue.

5 CONCLUSIONS

The number of PPDs increases due to their usability

and usage potential. In 2022, up to 1.1 billion individ-

ual smart instruments may be represented due to the

shift from 4G to 5G communication protocols, mean-

ing that every seventh person on the Earth will use

PPDs. The article showcases exact methods used dur-

ing educational research of STEM-based processes.

The “As is – To be” BPMN method was proposed

to evaluate the effect of the proposed method. Us-

ing these methods proved that using smart personal

tools during STSTEM education characterized by en-

hanced automatization provides development of stu-

dent’s thought process, use of graphs, calculation and

encourages students to conduct their own individual

researches.

Training, health-preservation, mathematical com-

petencies, competencies in the natural sciences, en-

gineering and technology, and social competence can

be achieved using personal physiological tools to pro-

vide educational research.

The following methods have been developed and

are ready to use – “Measure of the heart rate before

and after physical activity with smartwatches/bands”,

“Effect of sleep duration on heart rate”, “Determina-

tion of differences in muscle, fat and bone compo-

sition in males and females”, “Determination of the

level of saturation in suspected COVID-19”, “Diet ef-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

748

fect on body parameters, especially on the amount of

muscle, fat and bone tissue”, “The physical activity

effect on sleep duration and heart rate”, “Physical ac-

tivity effect of human muscle and fat tissue amount”,

“Inﬂuence of ﬁtness zone training on resting heart

rate”.

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