Design of a Microprocessors and Microcontrollers Laboratory Course Addressing Complex Engineering Problems and Activities

TL;DR

The paper tackles the mismatch between traditional microprocessors/microcontrollers curricula and Industry 4.0 needs by proposing a blended lab design that combines guided experiments with an open-ended, team-based CEP project. Grounded in industry-academia stakeholder feedback, the curriculum shifts from AVR-centric labs to a Raspberry Pi/ESP32–driven, ML/vision–enabled framework, while preserving assessment structure. Empirical results from Fall 2023 indicate significant improvements in complex engineering problem solving (CO1/CO2) and overall course outcomes, supported by statistical analyses and high internal consistency. The approach yields industry-ready, multidisciplinary engineers and offers a scalable template for extending open-ended, project-based learning to other engineering courses.

Abstract

This paper proposes a novel curriculum for the microprocessors and microcontrollers laboratory course. The proposed curriculum blends structured laboratory experiments with an open-ended project phase, addressing complex engineering problems and activities. Microprocessors and microcontrollers are ubiquitous in modern technology, driving applications across diverse fields. To prepare future engineers for Industry 4.0, effective educational approaches are crucial. The proposed lab enables students to perform hands-on experiments using advanced microprocessors and microcontrollers while leveraging their acquired knowledge by working in teams to tackle self-defined complex engineering problems that utilize these devices and sensors, often used in the industry. Furthermore, this curriculum fosters multidisciplinary learning and equips students with problem-solving skills that can be applied in real-world scenarios. With recent technological advancements, traditional microprocessors and microcontrollers curricula often fail to capture the complexity of real-world applications. This curriculum addresses this critical gap by incorporating insights from experts in both industry and academia. It trains students with the necessary skills and knowledge to thrive in this rapidly evolving technological landscape, preparing them for success upon graduation. The curriculum integrates project-based learning, where students define complex engineering problems for themselves. This approach actively engages students, fostering a deeper understanding and enhancing their learning capabilities. Statistical analysis shows that the proposed curriculum significantly improves student learning outcomes, particularly in their ability to formulate and solve complex engineering problems, as well as engage in complex engineering activities.

Figures (9)

• Figure 1: General Framework of our approach to design the new curriculum.
• Figure 2: Different types of Microprocessors and Microcontrollers suggested by the Industry and Academic Experts. RPi is the most suggested one.
• Figure 3: Hardware Connection of MQ2 Gas Sensor and OLED Display with Arduino Board (Diagram of the experimental setup of Experiment 1 in the proposed curriculum).
• Figure 4: Arduino Cloud Dashboard Showing Data from Gas Sensor and Controlling a Switch (Sample diagram from Experiment 2 in the proposed curriculum).
• Figure 5: Distance Measurement Using Ultrasonic Sensor Interfacing With RPi (Diagram of the experimental setup of Experiment 3 in the proposed curriculum).