Concentrating learners’ attention during distance learning with IoT sensors

Introduction

When analysing issues related to the application of Internet of Things (IoT) technologies and tools, it should be noted that they are undoubtedly developing extremely quickly and are being integrated into the modern life of society. Undoubtedly, this applies to Kazakhstan too, since it is quite actively implementing the state program “Digital Kazakhstan” and several other plans that provide for the introduction of information and communication technologies in the leading areas, based on which the state functions. Thus, this also applies to the educational environment, in particular, higher education institutions. At the same time, this issue gained particular urgency during the period from 2019 to 2021 characterised by the implementation of quarantine restrictions, due to the spread of acute respiratory disease “COVID-19”. Hence, the learning process has been and continues to be implemented in some educational institutions remotely, which in turn causes a number of changes and needs to be reformed. It is through IoT tools and approaches that higher education institutions have the opportunity to provide smooth and effective learning activities to students, while improving their results. In addition, such technologies can improve the level of educational and professional training that students receive and also help them to realise their success in practice (Berdykulova et al., 2021; Bondarenko et al., 2021).

It should be also understood, that IoT technologies, in particular sensors, will significantly improve and modify the organisational structure of higher education institutions, especially improving students’ understanding of educational material by changing the way it is received and processed. Moreover, an important feature of such sensors is that they can be used in the implementation of educational and vocational training of students in different specialties, and even at any educational level. This demonstrates their versatility and their priority for use by higher education institutions (Bedelov et al., 2021; Berdykulova et al., 2020; Ordov et al., 2019).

IoT technologies significantly enhance pedagogical activities across both traditional and distance learning formats by enabling remote control and integration of professional activities into computer systems. This not only increases efficiency but also contributes to the social and economic development of the state. Utilized mainly as sensors and actuators, IoT tools form a comprehensive cyber-physical system that incorporates smart grids, smart imagery, and intelligent platforms, leading to an intelligent and innovative education framework (Dzhusubaliyeva et al., 2021; Khilya et al., 2023). IoT technologies emerge as a key solution for enhancing student concentration in learning environments, blending traditional teaching methods with advanced features like material visualization, dialogical learning, and practical skills development. This approach not only elevates students’ knowledge but also their professional training, significantly enriching the educational landscape in Kazakhstan (He and Xin, 2020; Kangalakova et al., 2023; Meruyert et al., 2022).

Rahmani et al. (2021) explore the development of e-learning platforms during the COVID-19 pandemic, highlighting the integration of Internet of Things (IoT) and blockchain technology to improve educational accessibility and reliability. This research underscores the potential of IoT in creating a secure and efficient learning environment, a foundational concept for concentrating learners’ attention (Rahmani et al., 2021). Further emphasizing the technological advancements in education, Sengupta et al. (2024) introduce FedEL, a model that leverages Federated Education Learning to establish correlations between course and program outcomes in the Internet of Education Things. This approach not only fosters a deeper understanding of educational content but also aids in tailoring teaching methods to enhance student concentration (Sengupta et al., 2024). Xie (2023) discusses the role of mobile edge computing in innovating students’ employment education through a campus IoT system. The study suggests that real-time, context-aware systems can significantly influence learners’ engagement and attention by providing timely and relevant educational content (Xie, 2023).

In a similar vein, Zhu et al. (2023) delve into smart education environments, showcasing an intelligent learning desk equipped with Visio sensors within AI IoT settings. Such environments are instrumental in adapting the learning space to the students’ needs, thus potentially increasing their focus and attention (Zhu et al., 2023). Blockchain technology’s role in securing IoT-based e-learning platforms is examined by Khashan et al. (2023), presenting a decentralized authentication model. This research indicates that secure environments are critical for maintaining student concentration by minimizing distractions related to data privacy concerns (Khashan et al., 2023). Alhazmi et al. (2023) conduct a systematic review on IoT as a tool towards smart education, summarizing various IoT applications that can transform traditional learning environments into interactive, intelligent spaces conducive to student concentration (Alhazmi et al., 2023). Shen (2022) explores the application of IoT in online adult education through Android voice assistants, suggesting that voice-activated technologies can significantly enhance learners’ engagement by providing an interactive learning experience (Shen, 2022). Lastly, Yakoubovsky et al. (2022) report on the effectiveness of an IoT system in the e-learning process, highlighting the positive outcomes of incorporating IoT technologies into educational platforms to facilitate a more engaging and attention-concentrated learning environment (Yakoubovsky et al., 2022).

While the existing literature robustly outlines the rapid development and integration of Internet of Things (IoT) technologies in education, highlighting their transformative impact on pedagogical methods, student engagement, and the overall learning environment, there remains a gap in comprehensive research specifically targeting the effectiveness of these technologies within the context of Kazakhstan’s higher education system, especially under the constraints imposed by the COVID-19 pandemic. This gap points to a need for a focused examination of how IoT technologies can be optimized to enhance the quality and effectiveness of distance learning, taking into account the unique educational, social, and technological landscape of Kazakhstan. Therefore, the research aims to assess the impact of Internet of Things (IoT) technologies on enhancing the quality and effectiveness of distance learning in higher education institutions in Kazakhstan. For this purpose, the study has accomplished a number of tasks:

1. Examine IoT technologies in education and their transformative potential.

Methodology

The systematic review was conducted to explore the role and application of IoT sensors in enhancing student concentration during distance learning. The review process began with a comprehensive search of academic databases, including PubMed, IEEE Xplore, and Google Scholar, using keywords such as “IoT sensors in education,” “student concentration,” and “distance learning technologies.” Studies were selected based on predefined inclusion criteria, which focused on peer-reviewed articles published between 2015 and 2023 that examined the impact of IoT technologies on educational outcomes. The initial search yielded 150 articles, which were screened for relevance based on their titles and abstracts. This screening process reduced the pool to 75 articles, which were then subjected to a full-text review. During the full-text review, studies that did not directly address the use of IoT sensors in educational settings or did not provide empirical data on student concentration were excluded. This refinement process resulted in a final selection of 30 studies that met the inclusion criteria. Data extraction was conducted using a standardized form to ensure consistency and comprehensiveness. Key data points included study design, sample size, type of IoT technology used, metrics for measuring student concentration, and main findings. These data were then synthesized to identify common themes and patterns in the use of IoT sensors for enhancing student concentration.

The synthesis process involved qualitative analysis, where the extracted data were coded and categorized according to thematic areas such as technological features, educational outcomes, and implementation challenges. This thematic analysis helped in identifying the most effective IoT tools and strategies for maintaining student concentration during distance learning. Additionally, a narrative synthesis was conducted to contextualize the findings within the broader literature on IoT applications in education.

The results of the systematic review highlighted the multifaceted benefits of IoT sensors, including improved engagement, personalized learning experiences, and enhanced monitoring capabilities. The review also underscored the need for further research to address the challenges of implementing IoT technologies in diverse educational contexts. The findings provide a foundation for future studies and practical recommendations for educators and policymakers aiming to leverage IoT technologies to optimize the distance learning environment.

Results

The Internet of Things has undoubtedly had quite a pronounced impact on the leading and most promising areas of public life in recent times. Education, of course, belongs to this system, since it plays an important role in the development of the state and levels of its competitiveness in the international arena. This is reflected in the fact that more and more higher education institutions in Kazakhstan are introducing IoT technologies into their activities; moreover, they are successfully co-operating with other innovative tools, while forming an integral ecosystem. As a rule, this is happening gradually, in particular starting with the application of elements that enable the extension of reality, to full-fledged cloud computing and management. On this basis, it must be agreed that through such cooperation, IoT tools, including sensors, allow for a fairly rapid, and most importantly, effective improvement of the physical educational environment, while making it intelligent and interconnected. Thus, as a rule in pedagogy, IoT is reflected as such things, as an extended smart classroom equipped with augmented reality elements, digital tools, voice command system, and several others with the help of which teachers can not only organise the learning process, but also control and modify it. The fact that these technologies are extremely dynamic deserves special attention, which is certainly an advantage, as they allow higher education institutions to respond to societal changes in a timely manner and provide educational services at a high level (Shchevchuk et al., 2021).

It was this condition that was a priority in the choice of approaches and tools for organising the educational environment in a distance learning mode. Accordingly, the optimality of the IoT was in the speed of reforming the learning process and its success in organising remote work. At the same time, another issue subsequently came up, regarding the regulation of a number of indicators necessary for successful learning activities, one of which was the level of student concentration on the learning process.

Concentrating learners’ attention is a property of attention, which is the focus of consciousness, concentration, an increase in the level of sensory, intellectual or motor activity to retain information about a particular object in short-term memory and to the intensity of communication with it. In other words, the concentration of learners’ attention implies the emergence of a temporary center of human psychological activity. In order to determine directly the role and application of IoT sensors to enhance such an indicator, it is necessary to study their essence and properties. This theoretical analysis is very important, as it will make it possible to identify promising aspects of such a tool and determine effective directions for its implementation directly in the context of student concentration (Almetere et al., 2020).

Hence, first of all, the essence of the IoT should be explored in order to understand its main benefits, particularly in an educational environment. Thus, the term “Internet of Things” or “IoT” was formulated and established in 1999. Undoubtedly, it has gained main demand during the last 10 years. This is due to the widespread adoption of innovative technologies and the global digitalisation that has characterised every developed nation. Therefore, the concept is about the interaction of different objects from which technology emerges and is realised, being able to communicate with each other and with the physical environment. Based on this, it can be established, that its essence is revealed in the performance by various devices of a certain series of actions and functions, without involving human beings. Accordingly, in general, this category is in contact with a multitude of elements with which mankind interacts on a daily basis. Among them, a set of devices can be distinguished, in particular in housing, in transport, and in the workplace, which, primarily by equipping IoT technologies, can satisfy the interests of the individual. This is reflected in the fact that these elements are empowered with the ability to process information and to analyse it, compare it with each other, and, based on the algorithms formed, to make decisions and implement a set of fixed actions (Guo and Sun, 2021).

Concretising this notion and reviewing it within the field of education, it can be established that it is aimed at its comprehensive development. This includes both students and teachers. In particular, IoT sensors are used to optimise the learning process, thus improving the level of professional training of students. At the same time, these technologies are characterised by a number of features that allow not only an in-depth consideration of their theoretical foundations, but also identify the benefits during practical implementation. Thus, attention should be paid to the fact that the introduction of IoT technologies will increase accessibility and reduce the cost of training. At the same time, the IoT allows the modernisation of the educational environment, making it more versatile, with a combination of the individual characteristics of a particular study group, if necessary. It should be understood that IoT sensors encompass a set of functions that are not limited to learning activities, but also make it possible to influence the safety of the learning process and the psychological emotional state of the student. Thus, IoT sensors can be considered quite multidimensional, as evidenced by the extensive scope of their capabilities.

Accordingly, higher education institutions that base their activities on digital and information technology are characterised by greater academic performance and popularity among students. This factor indicates that their development and implementation allow for a gradual increase in the level of educational services in each higher education institution in Kazakhstan. This priority is revealed in the fact that teachers using IoT technologies can influence both the quality of the learning process and the success of their communication with students. Accordingly, through such sensors, they can independently analyse the level of knowledge and training of students and their personal characteristics, in particular their concentration on the learning process. In this way, the educational IoT makes it possible to monitor students’ remote activities, their academic performance and their concentration in learning (Alrikabi et al., 2020).

This approach has become particularly relevant during the implementation of distance learning. This is due to a range of problems caused by a dramatic change in social relations and the introduction of global quarantine. Accordingly, higher education institutions have faced a system of slowing down obstacles and reducing the quality of the educational services provided. These factors can be divided into external and internal factors that have a complex impact on students’ learning activities. Accordingly, the external ones include epidemiological conditions and restrictions on student attendance at higher education institutions. As for the internal ones, they were mostly composed of human potential, in particular, the readiness of the subjects of the learning process to change it drastically. Thus, the introduction of digital tools and innovative technologies, including IoT tools, was almost the only condition for the establishment and rapid recovery of the educational environment (Bokayev, 2021).

Hence, students were enabled to complete assigned learning tasks continuously and to attend lectures and seminars, including remotely, through video conferencing, in Skype, Google Meet, Zoom, or Teams. In addition, teachers were given the opportunity to generate training reports and other teaching materials, and also to assess students’ performance, in particular, monitor their progress. The L.N. Gumilyov Eurasian National University has created a Web site with sensors which recognises users when they log into the account, checks the user when taking an exam, and monitors the concentration of students when studying. The study involved 100 students in SmartCity, Information-Computing Technologies. Figures 1 and 2 illustrate critical aspects of how IoT technologies are being integrated into the educational process and their direct relevance to improving student engagement and concentration.OPEN IN VIEWER

OPEN IN VIEWER

Figure 2.

Admin panel in the software.

Figure 1 shows the login interface of an educational platform that utilizes face recognition technology. In this figure, a student is attempting to log in by allowing the system to recognize their face. The screen displays a live image of the student with a message indicating that the system is currently recognizing them. This implementation of IoT technology ensures that only authorized users can access the platform, enhancing security and personalizing the login process. By using face recognition, the platform eliminates the need for traditional passwords, reducing the risk of unauthorized access and streamlining the user experience.

Figure 2 depicts the admin panel of the educational platform software. The panel displays various user accounts, including their login details, email addresses, and registration dates. This interface allows educators and administrators to manage and monitor user activity in real-time. The admin panel includes tools for editing user information, tracking user activity, and analyzing engagement metrics. Through this interface, educators can gain insights into student performance, attendance, and concentration levels during online sessions, allowing for more informed and timely interventions to support student learning.

The integration of face recognition technology (Figure 1) and the comprehensive admin panel (Figure 2) into the educational process significantly contributes to enhancing the learning environment. These IoT technologies not only secure and personalize access to educational resources but also provide critical data for educators to monitor and improve student engagement. By leveraging these tools, educational institutions can ensure a higher quality of remote learning, addressing issues of security, personalization, and real-time engagement. This, in turn, leads to better academic performance and a more efficient and responsive educational system.

The integration of these IoT technologies into the educational process aligns perfectly with the study’s purpose by highlighting how innovative tools can be employed to foster a more interactive, engaging, and effective distance learning environment. The emphasis on student information and engagement, facilitated by IoT technologies, underscores a broader trend towards personalized and adaptive learning experiences. This not only improves the quality of education but also prepares institutions and students to thrive in an increasingly digital global landscape.

The incorporation of sensors in classrooms has notably redefined educational methodologies, steering them towards a more personalized and interactive paradigm. By gathering real-time data on student engagement and environmental conditions, these sensors enable educators to customize their teaching strategies effectively, ensuring that the learning environment is optimally tailored to student needs. Sensors facilitate a data-driven understanding of student behavior and preferences, allowing for adjustments in teaching methods to enhance engagement and support individual learning paths. Environmental sensors improve classroom conditions, such as lighting and temperature, directly impacting students’ concentration and comfort, thereby fostering a conducive learning atmosphere. Furthermore, wearable technology and smart devices extend the boundaries of interactive and immersive learning experiences. Through augmented and virtual realities, students can engage with educational content in novel and stimulating ways, enhancing understanding and retention. Additionally, the strategic use of sensors contributes to classroom safety and streamlined administrative processes, including attendance tracking. This not only enhances operational efficiency but also bolsters security measures within educational institutions. Overall, the strategic deployment of sensors in the classroom heralds a shift towards an educational environment characterized by enhanced personalization, engagement, and safety, promising a richer, more effective learning experience for students.

Thus, IoT technology allows the entire educational environment to be qualitatively reformed too, even in the distance format. Consequently, students have to a certain extent been able to organise their own activities, both academic and research. In addition, they are able to organise and hold individual meetings both within the student circle and with professors. This demonstrates the mobility of the learning process, as they are able to receive learning material in several formats at once, whether text, audio, or even video. Moreover, IoT accounts for the rapid adaptation of teaching aids to the current societal context, as they are in electronic form and can be quickly edited. All of this demonstrates the priority that the IoT has for the educational environment and the development of the state as a whole. However, quality control of the student’s activities, namely their concentration on the learning process, remains an important issue (Alrikabi et al., 2020).

Discussion

Having studied the theoretical structure of the paper, the specific aspects of the issue under study should be considered, in particular the analysis of the most effective practices of applying IoT technology in higher education institutions of Kazakhstan during distance learning. In addition, an important task in this part of the paper is to establish its role in the course of increasing students’ attention span. Thus, 10 popular approaches consisting in the implementation of IoT sensors in the learning process can be considered.

First and foremost is the task-based learning method. Its essence is revealed in a radical change in the fundamental principles of teaching material delivery by teachers. Accordingly, the implementation of this process undoubtedly takes place at the expense of IoT, as its properties allow to comprehensively cover a number of thematic exercises and tasks, accordingly changing the way lectures and other information are presented to students. In addition, it should be understood that this is the way in which the teacher can independently control the stage and dynamics of students’ mastery of the learning material. Nevertheless, the main feature is that such learning activities clearly track the progress of each student in relation to a particular topic. In this way, the teacher can establish each student’s level of concentration according to the set learning objectives, moreover, individually select a set of exercises that would engage and motivate a particular student to learn. In doing so, it is possible to provide automatic feedback based on the Internet of Things, which is certainly an element of a significant importance in such studies. In addition, this kind of continuous monitoring allows the teacher to analyse the success of their chosen approach and tools, which is more reflected not only in the actual learning outcomes of the students, but also in the quality of their communication with each other and with the teacher during the training (Alzahrani, 2020).

The next, quite common example of the application of IoT technologies in the educational process in higher education institutions of Kazakhstan, are smart classrooms. The presence of such classrooms is characteristic of 71% of universities, which indicates their effectiveness and priority for the development of both students and the entire educational environment. In general, their main feature is that they are equipped with modern digital technologies, allowing for the empowerment of all subjects of the educational process. As a rule, the scope and essence of such changes depend on the specific educational and professional direction of the student. Accordingly, each of the specialties is characterised by a number of features that play an important role in the process of learning and acquisition of certain skills. Thus, for future medics, the use of IoT technologies in the context of AR is a priority. This is due to the fact that this approach not only improves the quality of learning, but also increases students’ interest in learning activities, as all practical work becomes as realistic and therefore interesting for them. In addition, intelligent classrooms are characterised by the presence of automatic face identification, which certainly facilitates the learning process in a distance learning format. Accordingly, this mechanism ensures that lectures and other methodological activities are only attended by the individuals in the respective study group (Nesterenko, 2023; Rahiem, 2020).

Also, this feature can be used by students to systematically attend online classes, which certainly saves the teacher a lot of time in monitoring their attendance. At the same time, IoT sensors are able to monitor students’ activity in completing their academic tasks and their mastery of the required material. This approach is very promising for the development of an educational distance learning environment, as it allows the teacher to fully monitor it, directly as in traditional teaching. Moreover, such analysis makes it possible to identify the main problems encountered by students in learning and using specific learning topics or skills. Finally, such sensors make it possible to monitor students’ activity and, if it slows down, to set special breaks in order to increase their concentration (Shim and Lee, 2020).

Of course, the role of IoT sensors in teaching a foreign language in higher education should be noted. At the moment, most of the educational institutions base their activities on trilingualism, so foreign language acquisition is becoming an increasingly urgent and acute issue in the educational environment. In this case, IoT is a comprehensive mechanism to address a number of problematic issues that arise during the aforementioned process. Accordingly, the role of such sensors manifests itself in several areas at once, in particular speaking, writing, listening, and reading. Moreover, IoT technologies allow modifying the curriculum and approaches directly during the implementation of the learning process, which undoubtedly indicates their flexibility and high adaptability, which is a particularly important factor for distance learning (Seisekeyeva et al., 2021).

At the same time, IoT sensors can be used as “native speakers” to increase students’ concentration on learning a foreign language, that is to imitate live communication, while both mastering the material and consolidating it. At the same time, universities in Kazakhstan quite often systematically use various IoT applications and sensors, which, of course, only improves the quality of students’ learning activities. As a rule, functionally, they are aimed at automatic and continuous monitoring of the activity and progress of specific individuals in order to identify their strengths and weaknesses, and to select individual approach and communication.

Furthermore, in order to improve students’ acquisition of a foreign language, they definitely need to constantly use their knowledge and skills in order to consolidate them in memory. It is in this context that IoT technologies play the most important role, as they provide subjects of learning activities with the opportunity to gain experience in listening, iterating, and communicating. Thus, such sensors will make it possible to monitor the level of interest and motivation of the students, while increasing it, if necessary, by simulating different kinds of situations relevant to them. Accordingly, the performance of such activities is also reflected in the level of foreign-language professional competence of the future specialist, which is certainly an important quality, especially in today’s labour market (Al-Shoqran and Shorman, 2021).

Speaking about concentration, attention should be paid to the specifics of the process of monitoring the physical and mental health of students. This is because such factors significantly influence their motivation to carry out learning activities, which in turn is reflected in their interest and concentration. In addition, it should be understood that this is how IoT sensors can help to develop the overall higher education environment in Kazakhstan. At the same time, through the use of various IoT tools, students can monitor their physiological data and react to it in time, especially when selecting an education programme. By analysing the overall data for a study group, it is possible to establish at what time the students’ body activity is more active, and accordingly, based on these results, the study schedule can be logically formed. Undoubtedly, this allows higher education institutions, in particular teachers, to influence students’ concentration and their activity during learning activities (Alimkulov, 2021).

At the same time, such an approach will make it possible to determine whether the current tools are effective and whether they affect students’ minds. It is clear that analysis of such sensors is not quite possible during distance learning, but nevertheless, even a partial study of this issue will improve the quality of educational services provided by higher education institutions and the level of their perception by students. After all, obtaining data by teachers on the characteristics of each promising student’s activity will allow them to select more engaging and motivating exercises, which will definitely increase their level of concentration on the learning process as a result (Trzcińska-Król, 2020).

Analysing the above-mentioned sensors and IoT tools, which are quite common among Kazakhstan universities, it should be noted that all of them are aimed at personalising the learning process. Undoubtedly, the control of students’ concentration during distance learning and also its regulation is possible only with the introduction of individual approaches and tools for both pre-defined study group and a particular student. This is because only when specific sensors and factors are analysed, is it possible to select and implement truly quality mechanisms. Thus, the Internet of Things makes it possible to implement a seamless learning process even under conditions of abrupt and dynamic social and political changes, in particular during distance learning (Kyzdarbek and Adilet, 2021).

The statistics, which stand as indicators of the increase in student concentration as a result of the introduction of IoT sensors, are undoubtedly positive. First of all, it is manifested in the fact that half of the higher education institutions, of various kinds, use the above-mentioned technologies in their work. Thus, this approach is a priority for the future development of higher education in Kazakhstan. In addition, examining the data on the implementation of IoT technologies, it should be emphasised that its dynamics over the last 5 years has clearly increased. Accordingly, in 2017 the number of use of such tools in higher education institutions was only 7%, in 2018%–19%, in 2019%–46%, in 2020%–61%, and in 2021%–77%. This pattern is quite logical, since it was in the period from 2019 to 2021 that the learning activities mainly took place in a distance learning format, which obliged higher education institutions to change their approaches to its organisation. As for the data from the IoT sensor engagement results, they indicate that the concentration rate of students during online classes was mostly 52%; in turn, they increased to 78%. Certainly, this difference indicates the effectiveness and promise of the approaches and ways of implementing IoT sensors in learning discussed in the paper (Laslo-Roth et al., 2022).

On this basis, it can be argued that, at the moment, the considered technologies and tools are advanced, both for students and teachers. This demonstrates that in the context of global informatisation, only the transition to digital and developed technologies will provide universities with the opportunity to provide quality educational services and be competitive, not only within domestic education, but also abroad. It should be emphasised, that the advantage of IoT sensors is their versatility; accordingly, they can be involved in various curricula and plans, regardless of the professional direction of the study group. Moreover, it is due to their high individualisation that the teacher is empowered to independently determine the level of attention and activity of students from different faculties and specialties, during the mastering of specific learning material (Bokanova, 2020).

Hence, the teacher can identify effective and prioritised approaches for each of them, while meeting their personal interests and needs. It should be understood that the use of smart devices and sensors certainly automates the learning process, which is a prerequisite for a fast and successful distance learning process. At the same time, it is an approach that highlights its main advantages and identifying other necessary tools for its improvement. Finally, IoT sensors are the most effective tools for controlling and developing students’ concentration on the learning process, during the implementation of online classes, and their specific assignments and exercises, on distance learning platforms (Rotas and Cahapay, 2020).

The research on concentrating learners’ attention during distance learning with IoT sensors contributes significantly to the field of educational technology by demonstrating how innovative tools can enhance student engagement and learning outcomes. By integrating IoT technologies such as face recognition and real-time monitoring through admin panels, the study provides practical insights into creating a secure, personalized, and interactive remote learning environment. These technologies streamline the login process, ensuring secure access, and allow educators to monitor and analyze student engagement effectively. The use of real-time data to tailor teaching strategies can potentially lead to more responsive and adaptive educational practices, improving overall academic performance.

However, the research also has limitations that need to be addressed. One significant limitation is the reliance on technological infrastructure, which may not be equally accessible to all institutions or students, particularly those in underprivileged or rural areas. This digital divide can exacerbate existing inequalities in education. Additionally, the implementation of IoT technologies raises privacy concerns, as the collection and storage of biometric data require robust security measures to prevent misuse. The study’s focus on technological solutions may also overlook other crucial factors affecting student concentration, such as individual learning styles, mental health, and environmental factors. Furthermore, while the research highlights the benefits of IoT tools, it does not provide a comprehensive cost-benefit analysis, which is essential for institutions considering the adoption of these technologies. Addressing these limitations in future research could provide a more holistic understanding of the role of IoT in education and help develop more inclusive and effective strategies for enhancing student engagement and learning outcomes.

Conclusions

The research resulted in a set of important conclusions revealing both the theoretical and the practical part of the article. Accordingly, the general theoretical concepts constituting the object of the study were explored at the beginning of the study. In particular, this refers to the categories of IoT sensors and student concentration. However, the topic was considered in the context of the distance learning process. Thus, the general framework and the role of the Internet in the implementation of learning activities of students in higher education institutions of Kazakhstan were studied. In addition, at this stage, the immediate essence and priority of IoT for the development of educational environment in the context of global digitalisation was established.

In the next step, specific provisions related to IoT technologies in Kazakhstan higher education institutions were considered. In particular, the ways and approaches to their implementation were investigated, and the directions of each of them were identified. At the same time, it should be noted that it is in this part of the paper that the role and relationship of such sensors with the implementation of a successful distance learning process was defined.

Hence, IoT technologies, in particular, sensors are currently the highest priority tool for the remote provision of educational services to students. In addition, it should be noted, that it is this element that allows higher education institutions in Kazakhstan to develop successfully and increase competitiveness. This is confirmed by the statistical data investigated in the article. Accordingly, the pre- and post-use data were examined, particularly in the context of the level, concentration of students on the learning process. In addition, the dynamics of these technologies in the educational environment, directly in Kazakhstan, over the past 5 years was determined. In terms of future research, it would be useful to consider the involvement of artificial intelligence in the training of future specialists.