Abstract—The use of technology within an educational setting is well documented and notoriously recognized within the academic community. The application of ambient intelligence to a classroom setting offers novel and intrinsically distinctive outcomes that require meticulous investigation and thorough analysis. We ground the concept of an ambient intelligent classroom upon established learning theories as we propose an academic framework to accurately and systematically position such a technology within a pedagogical neutral environment. The focus is mainly on the technological aspect as one of a number of dimensions that form part of our conceptual framework. The article investigates how technology-enhanced learning embellishes higher education, as we present and discuss a number of requirements that every technological aspect within the middleware is required to abide with. We employ these guidelines and best practices within a three-dimensional model based on a social, educational and technological aspect, that collectively contribute to the successful implementation of our ambient intelligent classroom. We also discuss future directions as we ground our work on the adaptive learning theory together with the adoption of learner profiling techniques. These enabled us to identify areas of interest and focus to pose recommendations that could potentially characterize the future of ambient intelligent classrooms. 
 

Index Terms—ambient intelligence, technology-enhanced education, smart classrooms

Cite: Matthew Montebello, "The AmI Classroom from a Technological Perspective," International Journal of Learning and Teaching, Vol. 4, No. 4, pp. 350-355, December 2018. doi: 10.18178/ijlt.4.4.350-355