## 1 Introduction  
Virtual learning has increasingly been dominating our educational systems in their various stages: from primary school to university. These new modes have already been adopted worldwide in an extensive and unprecedented fashion. For instance, in Morocco, while this trend in learning is still novel, some local institutions launched the creation of MOOC (Massive Open Online Course), with the primary aim of promoting the mobility of people, knowledge, and information. This substantial move has allowed learners who lack the opportunity to attend regular classes to pursue education and career training under convenient conditions. Furthermore, many educational offerings by universities, such as Moodle, allow virtual practical training. This innovative technological platform enables educational institutions to design compelling online courses and e-learning spaces. In addition to acquiring theoretical knowledge, learners are required to carry out some level of practical work experience to supplement and strengthen their learning, by conducting technical or scientific experiments. Unfortunately, most e-learning environments in place among local educational institutions in Morocco suffer a tremendous lack of practical, hands-on experience for beneficiaries. While Internet technology has led to the advancing and altering of the course of classic education globally, by providing limitless possibilities for learning, innovation, and interaction between learners and teachers, it has paved the way toward an even greater development: the Internet of Things (IoT) [1; 2]. Beyond merely connecting different devices, it has come to connect a set of things (from our living environment), such as home appliances and transportation. IoT can be described as a kind of rapid, growing network generation, where smart devices, things (objects), and people can be connected. Things in the IoT network are embedded into microcontrollers, sensors, and software that ensure data collection and exchange. The collected data can be processed to enable decision making. According to Cisco's experts, over 50 billion devices (Figure 1) will connect to the Internet in 2020 ([[https://newsroom.cisco.com/feature-content?type=webcontent&articleId=1208342](https://newsroom.cisco.com/feature-content?type=webcontent&articleId=1208342)]([https://newsroom.cisco.com/feature-content?type=webcontent&articleId=1208342](https://newsroom.cisco.com/feature-content?type=webcontent&articleId=1208342))). Consequently, various applications of IoT, including in education, are promising. IoT allows the proposition of new hybrid systems, by the confluence of physical objects with the digital world. One solution it offers is the powerful combination between Virtual Reality (VR) [3] and IoT. VR and IoT share the same philosophy: merging the digital and physical worlds, although in opposite directions. IoT is, on the one hand, characterized by bringing and making physical objects part of the virtual, digital environment; whereas, VR deals with making digital environments seem realistic. We believe that merging IoT and VR will widen the possibility for innovations in the education sector; such a solution can also improve the effectiveness of both the learning/training process and educational institution's infrastructure. The key novelty of this paper is the proposal of a non-immersive VR, IoT-based approach to allow Moroccan learners to consolidate their conceptual learning by carrying out some practical activities in a novel manner. With local schools and universities in Morocco being overcrowded, it becomes challenging to meet their needs for adequate education and training due to the lack of sufficient equipment. Having this solution will undoubtedly alleviate the barrier that stands in learners' way to better practical training. Our choice for IoT is justified by the fact that learners live in a world where digital devices constitute a vital part of their daily lives.