Hugo Ernesto Martínez
Senior Researcher at the INNOTEC Research Group.
At REDDI Colombia, together with the INNOTEC research group from the Universidad Industrial de Santander, we analyzed over two decades of scientific research (2001–2023)—based on a sample of 124 publications—to understand how e-learning is connecting with the Internet of Things (IoT). Here are the most interesting conclusions:
An emerging field
No publications on the subject were recorded in the analyzed sample between 2002 and 2013. However, research began to grow significantly from 2016 onwards, peaking in 2022. The COVID-19 pandemic accelerated this interest: it forced institutions to rethink how to conduct remote teaching, and IoT emerged as a key tool for achieving this.
Which countries are leading the research?
China and Saudi Arabia lead scientific production in this field, demonstrating strong research collaboration. It is noteworthy that Latin America still has a very limited presence in this area, representing a significant opportunity for the region to begin forging its own path of research and innovation in IoT applied to education.
Technologies accompanying IoT in education
E-learning and IoT do not operate in isolation. Research shows that they are increasingly being combined with:
- Artificial intelligence
- Big data
- Blockchain
- Cloud computing
- Augmented and virtual reality
This has given rise to concepts such as “smart learning,” “smart education,” and “smart university.”
What is missing?
Most current studies are theoretical. The next step—and the great opportunity—is to move toward practical, real-world implementations that demonstrate the impact of IoT in the day-to-day classroom (whether physical or virtual).
This analysis is part of our research presented at the 23rd LACCEI International Multi-Conference (Mexico City, July 2025).
Read the full article here.
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