Conceptualization of hypersituation presented at the 5th conference on Smart Learning Ecosystems and Regional Development. With the emergence of new technologies and their use in different areas, new experiences emerge. In the context of the use of IoT in educational contexts, the potential of hypersituation has been considered by several authors as the greatest potential of these technologies for this field of study. However, despite several references to this fact, this term still lacks further conceptualization and the drawing of guidelines to achieve it. Thus, this paper aims to present an interpretation and definition of the term hypersituation indicating potentials, challenges, and ways to achieve it.

1. Conceptualization of
hypersituation as result of IoT
in Education
Filipe T. Moreira – filipertmoreira@ua.pt
Mário Vairinhos – mariov@ua.pt
Fernando Ramos – fernando.ramos@ua.pt

2. Introduction
We are experiencing a moment where the amount of data,
knowledge, and technological devices are changing the
mindset of institutions in their teaching and learning
processes. [1]

3. Introduction
With this data we can create new
possibilities to generate new
knowledge about different areas.

4. Introduction
In this framework, some studies
and reports have shown some
potential uses of IoT
technologies in education.

5. Introduction
There is a potentiality that seems
to have gained greater
preponderance:
Hypersituation

6. Hypersituation
"The ability to amplify access to knowledge of a device user's
current location. This is where a mobile device and/or sensor can
correlate with personal and diverse information to augment and
deepen one's understanding of the surrounding physical world. The
learner can both consume and create."[4]

7. Hypersituation and Hipersituated Experience
Hypersituated experience may contribute on a large scale to
the emergence of new pedagogical situations and contexts

8. Hypersituation

9. Hypersituation
Hypersituation Hyperreality
Add new layers to reality through
technology
Use technology to access new
layers of reality.
http://hyper-reality.co/

10. Hypersituation -> How to achieve

11. Hypersituation -> Potentialities
• Classroom may become an "open" space;
• Real data;
• Possibility to have a deeper understanding of the world.

12. Hypersituation -> Challenges
• The difficulty of creating these hypersituated environments, since
it will be necessary to combine a set of technologies and to
develop a platform that allows the user (especially students) the
possibility of accessing data and information in an easy and
targeted way.
• Training teachers;
• Methodology
• Safety.

13. Final remarks
However, despite the consensus that seems to exist in the
scientific community about hypersituation being the great
potential of IoT for education[3–8], there is a need for
empirical studies that attest to this idea.

14. References
1. Marquez, J., Villanueva, J., Solarte, Z., Garcia, A.: IoT in Education: Integration of Objects with Virtual Academic Communities. In: Rocha, Á., Correia, A.M., Adeli, H., Reis, L.P., and Mendonça Teixeira, M. (eds.) New
Advances in Information Systems and Technologies. pp. 201–212. Springer International Publishing, Cham (2016).
2. Ramlowat, D.D., Pattanayak, B.K.: Exploring the internet of things (IoT) in education: A review. In: Advances in Intelligent Systems and Computing. pp. 245–255. Springer Verlag (2019). https://doi.org/10.1007/978-981-
13-3338-5_23.
3. Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A.: Horizon Report: 2015 Higher Education Edition. (2015). https://doi.org/ISBN 978-0-9906415-8-2.
4. Hancock, M.: Ubiquitous Everything and Then Some, https://er.educause.edu/articles/2014/9/ubiquitous-everything-and-then-some, last accessed 2019/09/02.
5. Moreira, F.T., Vairinhos, M., Ramos, F.: Internet of Things in education: A tool for science learning. In: Iberian Conference on Information Systems and Technologies, CISTI (2018).
https://doi.org/10.23919/CISTI.2018.8399234.
6. Moreira, F.T., Varirinhos, M., Ramos, F.: Enhancing Learnings with Internet of Things: PAprICa project. 2019 14th Iber. Conf. Inf. Syst. Technol. (2019). https://doi.org/10.23919/CISTI.2019.8760610.
7. Kloos, C.D., Munoz-Merino, P.J., Alario-Hoyos, C., Estevez-Ayres, I., Ibanez, M.B., Crespo-Garcia, R.M.: The hybridization factor of technology in education,
http://search.ebscohost.com/login.aspx?direct=true&db=edseee&AN=edseee.8363465&site=eds-live, (2018). https://doi.org/10.1109/EDUCON.2018.8363465.
8. Bachir, S., Gallon, L., Abenia, A., Aniorte, P., Exposito, E.: Towards autonomic educational cyber physical systems. In: Proceedings - 2019 IEEE SmartWorld, Ubiquitous Intelligence and Computing, Advanced and Trusted
Computing, Scalable Computing and Communications, Internet of People and Smart City Innovation, SmartWorld/UIC/ATC/SCALCOM/IOP/SCI 2019. pp. 1198–1204. Institute of Electrical and Electronics Engineers Inc.
(2019).
9. Eco, U.: Travels in Hyperreality. Picador, London (1987).
10. Baofu, P.: The Future of Post-Human Mass Media A Preface to a New Theory of Communication. Cambridge Scholars Publishing, Newcastle (2009).
11. Smith John, B., Weiss Stephen, F.: Hypertext. Commun. ACM. 31, 816–819 (1988). https://doi.org/10.1145/48511.48512.

15. • Filipe T. Moreira – filipertmoreira@ua.pt
• Mário Vairinhos – mariov@ua.pt
• Fernando Ramos – fernando.ramos@ua.pt
Thank you!