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
1
The National Center “Junior Academy of Sciences of Ukraine”, 38-44 Degtyarivska Str., Kyiv, 04119, Ukraine
2
Institute of Gifted Child of the NAES of Ukraine, 52-D Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine
3
Individual Entrepreneur “Dyba”, Kiev, 03035, Ukraine
4
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.
a
https://orcid.org/0000-0003-3732-9486
b
https://orcid.org/0000-0002-2092-5241
c
https://orcid.org/0000-0002-0440-928X
d
https://orcid.org/0000-0001-6315-649X
e
https://orcid.org/0000-0001-9728-4756
f
https://orcid.org/0000-0002-7493-2180
g
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
Copyright
c
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
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
a
× 100
was used for this purpose, where N specific gad-
gets with needed parameters, N
a
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
2
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
2
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
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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
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(a) (b)
(c) (d) (e)
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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202
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.
Using Personal Smart Tools in STEM Education
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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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