Project-Based Learning with Embedded Systems to Strengthen the Teaching of Digital Electronics in Higher Education

Cristian Castro-Vargas; Maritza Raquel Cabana-Cáceres

doi:10.3991/ijep.v16i6.61957

Authors

Cristian Castro-Vargas Universidad Nacional Federico Villarreal, Lima, Peru https://orcid.org/0000-0002-9696-8635
Maritza Raquel Cabana-Cáceres Universidad Nacional Federico Villarreal, Lima, Peru https://orcid.org/0000-0002-3442-5950

DOI:

https://doi.org/10.3991/ijep.v16i6.61957

Keywords:

Project-based learning, embedded systems, engineering education, digital electronics, learning outcomes

Abstract

This study looks at how project-based learning (PBL) affects the effectiveness of teaching through the use of embedded systems (Arduino and ESP32) in a digital electronics course at the university level. A non-equivalent quasi-experimental design was employed with 40 participants from a Computer Engineering program at a university located in Lima, Perú. The control and experimental groups received different levels of instruction on Digital Electronics using Project Based Methods. The three dimensions considered when evaluating student learning were: (1) analog components; (2) active components; and (3) power supply systems using programming through the use of Arduino. A 20-item, true-false (dichotomous) instrument was developed, piloted, and validated by “expert opinion” as well as calculated using KMO (0.680) and internal consistency (KR-20 = 0.814). Pre-test results did not produce statistically significance between the two groups (p > 0.05), indicating the groups were statistical equivalent at the start of the research project. Posttest results indicated the experimental group experienced significant improvements compared to the control group in each of the three dimensions (p < 0.05). This study provides evidence that the utilization of low-cost embedded systems in combination with PBL methodology can promote improved understanding of conceptual material as well as greater development of practical skills. The findings from this study provide empirical support for the use of structured active learning methodologies in higher education environments that may have limited resources.

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