As a technology the effect of the Internet of Things (IoT) is so strong that it has changed the way of living. The transition is also apparent in the field of education, as statutory technical training bodies have made IoT a mandatory course in engineering education. But in terms of design and instruction, implementing this course at the freshman-level is difficult. The target, of course, must be planned in such a way as to link newly enrolled learners to engineering disciplines and promote professional learning. This paper focuses on the freshman level designing and implementing of the course. A reliability test was performed to assess the internal consistency between student learning attitude, student engagement actions in the classroom and acceptance of technology. In addition, it analyzed the effect of gender differentiation. One hundred and twenty-three First Year Engineering Students participated in a survey questionnaire based on the five - point Likert scale provided at the end of the course. The findings show Cronbach’s alpha value of 0.93 for 12 test items, suggesting that the questionnaire was suitable for use as an assessment method for assessing how successful the course is in terms of learning attitude, behavioral engagement, and acceptance of technology. The reliability test results show a high correlation between acceptance of the technology and the behavioral engagement of the student. The internal consistency between the learning attitude with the conducted acceptance of the technology, and the result showed α = 0.715, making slight connection between two. Further the effect of gender on these parameters analyzed and found to be insignificant.

作为一项技术，物联网（IoT）的影响是如此之大，以至于改变了人们的生活方式。这种转变在教育领域也很明显，因为法定的技术培训机构已将物联网作为工程教育中的必修课。但是就设计和指导而言，很难在新生水平上实施该课程。当然，必须以将新入学的学习者与工程学科联系起来并促进专业学习的方式来计划目标。本文着重于新生水平的设计与实施。进行了可靠性测试，以评估学生的学习态度，课堂上的学生参与行为与技术接受之间的内部一致性。此外，它还分析了性别差异的影响。123名大一工程专业的学生参加了根据课程末提供的五点李克特量表进行的调查问卷。调查结果显示，克伦巴赫（Cronbach）的12个测试项目的alpha值为0.93，这表明该问卷适合用作评估方法，以评估该课程在学习态度，行为投入和技术接受度方面的成功程度。可靠性测试结果表明，对技术的接受程度与学生的行为参与度之间具有高度相关性。学习态度与技术接受程度之间的内部一致性，结果显示α= 0.715，使两者之间有轻微联系。此外，分析发现性别对这些参数的影响微不足道。