A case study in efficient microcontroller education

Weiss, Bettina; Gridling, Gunther; Proske, M.

doi:10.1145/1121812.1121821

Cited by 12 publications

(5 citation statements)

References 12 publications

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“…As pointed out in a number of research works [3,4,14,15,16], the introduction of hands-on experimental modules to science and engineering courses has a high impact on improving the educational outcome of the course. As an example, it is clearly shown in [16], and [17] how students performance can be improved by pairing programming and mechatronics teaching material with Arduino-based projects.…”

Section: Workmentioning

confidence: 99%

“…In all the analyzed research work, some common key requirements can be identified for a teaching method that successfully implements physical computing and electronic concepts and integrates them with other STEM topics. Both at a high-school [3,4,18] and college [14,15,16] level all the studies pivot on the necessity of engaging students by removing unnecessary technical hurtles caused by overly complicated hardware and software tools, and on the necessity of having a unique flexible hardware and software framework where different concepts can be taught.…”

Section: Workmentioning

confidence: 99%

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Development and application of the ChArduino toolkit for teaching how to program Arduino boards through the C/C++ interpreter Ch

Montironi

Qian

Cheng

2017

Comp Applic In Engineering

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The growing popularity of microcontroller-based prototyping boards in many engineering and science applications has greatly increased the demand of mechatronic skills in the technical job market. The need to keep up with this new tend, combined with the proven effectiveness of integrating theoretical learning with hands-on, project-based activities has driven the development of new educational standards and curricula pivoting on the use of microcontroller-based prototyping boards. However, the most common Integrated Development Environments (IDE) used to simplify program development lack the intuitiveness and post-processing capabilities needed in an instructional environment. This paper presents an approach aimed at overcoming these obstacles. It provides a unique and comprehensive framework for programming Arduino boards through the C/C++ interpreter Ch. It extends the authors' previous work on the topic by integrating a Graphical User Interface (GUI) and a library of functions, and by improving the serial communication protocol. The paper also shows how the toolkit can be easily integrated with other features and toolkits available in Ch such as plotting and line-by-line debugging to create comprehensive projects tailored for K-14 students at different levels. The concepts presented in this work are applied to programming Arduino boards but provide a general basis upon which similar frameworks can be implemented for other boards or in other programming languages.

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Section: Workmentioning

confidence: 99%

Section: Workmentioning

confidence: 99%

Development and application of the ChArduino toolkit for teaching how to program Arduino boards through the C/C++ interpreter Ch

Montironi

Qian

Cheng

2017

Comp Applic In Engineering

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“…Weiss et al [14] have done a case study about the needs of a practical course in microcontroller programming. They have three concerns in their research, financial impact, educational impact and motivational impact, which can be conflicting when organizing a course.…”

Section: Related Workmentioning

confidence: 99%

Organizing and evaluating course on embedded programming

Vanhatupa

Salminen

Järvinen

2010

Proceedings of the 10th Koli Calling International Conference on Computing Education Research

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Embedded systems have been an important part of daily human life for a long time. However, in academic education the subject is somewhat new and to some extent undefined. Most courses focus on hardware aspects of embedded systems, and at the same time there is a lack of embedded programming courses. In this paper, we describe our experiences of organizing, designing and evaluating an embedded programming course. We describe course assignments in detail and present pass-rate of each assignment. We also present our improvements for course of upcoming years.

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“…Weiss et al [7] have done a case study about the needs of a practical course in microcontroller programming. They have three concerns in their research, financial impact, educational impact and motivational impact, which can conflict when organizing a course.…”

Section: Figure 1 Taxonomy Introduced By Fuller Et Al [3]mentioning

confidence: 99%

Framework for embedded programming course

Salminen

Vanhatupa

Järvinen

2011

Proceedings of the 11th Koli Calling International Conference on Computing Education Research

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Embedded programs are controlling a number of devices we use daily. The software of an embedded device is usually tightly coupled with the device hardware, and therefore developing embedded programs is fundamentally different from programming general-purpose computers. In academic education both hardware and software aspects of embedded systems need to be covered. In this paper we provide some general guidelines that can serve as a starting point when designing embedded programming courses. These guidelines are based on our experiences and evaluation of two implementations of an embedded programming course that consists of hands-on assignments and lectures. Furthermore, we discuss about how to improve the course in the future.

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A case study in efficient microcontroller education

Cited by 12 publications

References 12 publications

Development and application of the ChArduino toolkit for teaching how to program Arduino boards through the C/C++ interpreter Ch

Development and application of the ChArduino toolkit for teaching how to program Arduino boards through the C/C++ interpreter Ch

Organizing and evaluating course on embedded programming

Framework for embedded programming course

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