User Experience of Embedded System Students

Proc. of the Second Intl. Conf. on Advances in Applied Science and Environmental Engineering - ASEE 2014. Copyright © Institute of Research Engineers and Doctors, USA .All rights reserved. ISBN: 978-1-63248-033-0 doi: 10.15224/ 978-1-63248-033-0-110

User Experience of Embedded System Students on Arduino and Field Programmable Gate Array (FPGA) Daniel D. Dasig, Jr. Abstract— The emergence of computing technology has posed challenges in the landscape of computer engineering education. Project-based learning is applied as inductive instructional approach and is perceived to be a student centered approach to learning. Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. Emphasis of Project-based Learning focuses on application and integration of skills and knowledge to materialize end-product. In the process of “learning to learn”, a project is set by facilitator while the students need to produce a solution to solve the problem. Projectbased learning facilitator provides guidance and encouraged selfdirected and active learning by providing assignments that leads to production of final product in terms of design, model, device, program coding and simulation. With the author’s contention to the project pedagogy, students were tasked to design and develop an assistive or adaptive technology or generally applied embedded systems using Arduino and FPGA. These projects are solutions to real-world problems which provides context for learning in the form of complex, ill-structured or open ended that led to defining the problem articulately, determination of the need, formulate and evaluate alternatives solutions and lesson learned. The study sought to explore the nature of students’ perception and experiences with learning in PBL environment, and explore how learners design and developed projects. Nonjudgmental and permissive Focus Group Discussion (FGD) has been employed to let the participants articulate, elicit and elaborate experiences in the context. Nine (9) participants have been purposively selected from undergraduate embedded system students of Jose Rizal University. The tape recorded focus group data were transcribed and the analyzed using content analysis to identify recurring, and main thematic pattern in the responses to key questions. Also the researcher has been a privileged and active observant during the design, development, and project demonstrations. The study result in five themes emerged from what influenced participants’ project and what the participants learned: (1) internal factors, (2) external factors, (3) technology and tools, (4) beliefs about projects, (5) end product and learning outcomes. Implication of the results to learning can be used to inform practice and research-based curriculum development in an outcome-based engineering education.

Keywords— engineering education, project- based learning, embedded system, computer engineering, arduino

Project-based Learning focuses on application and integration of skills and knowledge to materialize end-product. In the process of ―learning to learn‖, a project is set by facilitator while the students need to produce a solution to solve the problem. Project-based learning facilitator provides guidance and encouraged self-directed and active learning by providing assignments that leads to production of final product in terms of design, model, device, program coding and simulation. Learning by doing is consistent with Kolb‘s experiential learning model where learning is defined as ―the process by which knowledge is created through the transformation of experience‖ [2]. Project-based learning requires ―complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations‖ [3]. Project-based instruction often has a ―‗driving question‘ encompassing worthwhile content that is anchored in a realworld problem; investigations and artifacts that allow students to learn concepts, apply information, and represent knowledge in a variety of ways; collaboration among students, teachers, and others in the community so that participants can learn from one another; and use of cognitive tools that help learners represent ideas by using technology [4] compared with traditional classroom methods, project-based learning results in better content knowledge, conceptual knowledge, problem solving ability, metacognitive skills and attitude toward learning [3]. A.

Arduino

Arduino is defined as ―an open –source electronics prototyping platform based on flexible, easy-to-use hardware and software. It‘s intended for artists, designers, hobbyists and anyone interesting in creating interactive objects or environments [5]. Arduino has been used in many settings, and can be manufactured to many specifications, but always turns out to be a cheap build [6]. In Arduino- speak; programs are called ―sketches‖.

Introduction

I. The emergence of computing technology has posed challenges in the landscape of computer engineering education [1]. Project-based learning is applied as inductive instructional approach and is perceived to be a student centered approach to learning. Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. Emphasis of

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Figure 1. The Arduino Board and the Integrated Development Environment

Proc. of the Second Intl. Conf. on Advances in Applied Science and Environmental Engineering - ASEE 2014. Copyright © Institute of Research Engineers and Doctors, USA .All rights reserved. ISBN: 978-1-63248-033-0 doi: 10.15224/ 978-1-63248-033-0-110

The study intends to determine the extent of how the student perception and experiences in using the new technologies employed in Embedded System, determine the extent of how Project Based Learning can be linked to students‘ achievement, collaboration, communication, critical thinking, quality project, authentic products, and presentation and demonstration skills? Determine the extent of how the student design and develop the project? Ascertain students‘ concerns, problems and issues as they engaged in Project Based Learning activities and recommend course of actions towards a more effective and efficient delivery of Project Based Learning in an Outcome-based Education

A field-programmable gate array (FPGA) is an integrated circuit designed to be configured by the customer or designer after manufacturing—hence field-programmable[7]. The FPGA configuration is generally specified using a hardware description language (HDL), similar to that used for an application-specific integrated circuit (ASIC). FPGAs can be used to implement any logical function that an ASIC could perform. The ability to update the functionality after shipping, partial re-configuration of the portion of the design and the low non-recurring engineering costs relative to an ASIC design offer advantages for many applications [7].

II.

Methodology

The setting of the study was a senior computer engineering students enrolled in an Embedded System (CpE Elective 1) course. The class was divided into ten groups to design and develop assistive or adaptive technologies, and generally applied embedded systems using Arduino or Field Programmable Gate Array as microcontroller. Figure 2.

XILINX SRAM based FPGA Emblitz Xilinx Spartan 3E Development Board

A.

The purposive sampling technique is a type of nonprobability sampling that is most effective when one needs to study a certain cultural domain with knowledgeable experts within [8]. Purposive sampling is especially exemplified through the key informant technique [9]. Purposive sampling can be used with a number of techniques in data gathering [10]. In the work of Hancock in a study of perceptions and experiences of residents concerning dental service in the United Kingdom, a homogenous sampling has been used [11].

With the author‘s contention to the project pedagogy, students were tasked to design and develop an assistive or adaptive technology or generally applied embedded systems using Arduino and FPGA. A system is also an arrangement in which all its units assemble and work together according to the plan or program.

B.

Homogenous Sampling

There were nine (9) participants have been purposively selected from undergraduate embedded system class. The researcher selected the sample for the study using homogenous sampling: (a) 3 students were selected who had High Grades during the Prelim and Midterm (b) 3 students were selected who had Average Grades during the Prelim and Midterm (c) 3 students were selected who had Low Grades during the Prelim and Midterm

Figure 3. The Conceptual Framework of the Study

B.

Data Gathering

Problem Statement and Objectives

The study looks into the Project-based Learning as a viable pedagogical tool in an outcome-based engineering education and its impact to instruction. PBL is believed to be linked with students‘ achievement, practice of 21st Century skills such as collaboration, communication and critical thinking), quality project, authentic products, presentation skills and demonstration skills. Given these contexts, the study asks the following; how the students‘ perceived used of new technologies used in Embedded System? To what extent will the use of Project Based Learning influence students‘ achievement, collaboration, communication, critical thinking, quality project, authentic products, and presentation and demonstration skills? How the student design and developed the project? And what are the students‘ concerns, problems and issues as they engaged in Project Based Learning activities?

C.

Focus Group Discussion

Focus group are carefully planned discussions designed to obtain perceptions in a define area of interest [12]. Nonjudgmental and permissive Focus Group Discussion (FGD) has been employed to let the participants articulate, elicit and elaborate experiences in the context. The tape recorded focus group data were transcribed and the analyzed using content analysis to identify recurring, and main thematic pattern in the responses to key questions. Also the researcher has been a privileged and active observant during the design, development, and project demonstrations.

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Proc. of the Second Intl. Conf. on Advances in Applied Science and Environmental Engineering - ASEE 2014. Copyright © Institute of Research Engineers and Doctors, USA .All rights reserved. ISBN: 978-1-63248-033-0 doi: 10.15224/ 978-1-63248-033-0-110

D.

Participant Observation

The energy element is measure according to the intensity, vigor and drive. Work motivation is a set of energetic forces that originate both within as well as beyond an individual‘s being, to initiate work-related behavior and to determine its form, direction, intensity, and duration [15]. Motivation includes persistence dimension to exert more effort however high level effort don‘t necessarily lead to favorable performance unless channeled through directions.

Observation methods are useful to several researchers in various ways. To gain closer and intimate familiarity with the participants, the researcher has employed participant observation. Participant observation allows researchers to check definitions of terms that participants use in interviews, observe events that informants may be unable or unwilling to share when doing so would be impolitic, impolite, or insensitive, and observe situations informants have described in interviews [13], thereby making them aware of distortions or inaccuracies in description provided by those informants. Participation in the life of group such as collective discussions, direct observation during laboratory exercises and project planning, design, development and during the project presentation and project exhibits [13]. This has been used so that the researcher able to clarify strength of observation when discrepancies were discovered about what the participants ―says‖ to what actually ―does happen [13]. Observation is the systematic description of events, behaviors, and artifacts in the social setting chosen for study [14].

B.

Results and Discussion

III. The study result in five themes emerged from what influenced participants‘ project and what the participants learned: (1) internal factors, (2) external factors, (3) technology and tools, (4) beliefs about projects, (5) end product and learning outcomes. A.

Internal Factors and Influence

The participants‘ personal perception and experience in using microcontroller was the main reason why they find use of Arduino challenging. Their decisions to used Arduino in most of their projects were based on the personal analyses of their abilities to control the physical world than using computers such as (a) ability to interface hardware and software, (b) ability to construct program codes in the Arduino environment, (c) motivations and persistence, and (d) amount of effort need to be contributed to each task and logistical issues. Particularly when the student was asked about his programming abilities and how they were represented in their projects, the two remarks: Bruce: Well as beginner. I’d rather used Arduino because of its simple coding environment. I’ll do it because probably I’m good at C++. Angelina: This is the first microcontroller we knew, and it’s easy to use. I can contribute to the projects more because I’m good at C++ than C Programming or Java like in our CompOrg. While the student participants are aware of the areas they are good at, they considered their other design courses relevant to the embedded system. Although, they have been into several programming subjects, their interfacing hardware and software skills as still challenged. Interfacing requires the hardware components to be controlled by software through computer or software uploaded to an embedded system. Motivation and persistence in accomplishing task will be the drive of each participant to using and doing their project.

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External Factors

Among the external factors are (a.) The Course Facilitator/Instructor, directions are channelled and course through by the course facilitator to hook participants to the subject matter; hence instruction and commissioning are needed. In the context of Project based learning, learning is self-directed, collaborative work and active-learning is encouraged. Directions are provided in detail and tasks were explained and circulated. Students generally work in small, collaborative groups in the project-based learning model [16]. They find sources, conduct research, and hold each other responsible for learning and the completion of tasks. Essentially, students must be self-managers‖ in this approach to instruction [16], (b.) Grades and word of Appraisal; to which the participants are motivated by standardized measurements on the level of their achievement and external rewards such as grades, praises and rewards. These are extrinsic motivations which let the participant draw a collaborative learning with their group mates. The participants feeling and perception about the duration of the projects tend to affect their learning artefacts‘. Projects are temporary endeavour or sequence of tasks with beginning and end. In using the Arduino and FPGA, they were able to finish the project with less time being consumed, hence it enhanced and able to conduct post review on the projects functions and feature.. As a plug and play, code and upload, set and reset technology, it helped them out reduce messed projects. But participants like it to have project with long duration as when asked. Although time maybe regarded as internal influence, the participants regarded it as external and they had a little control of it. The last external factor is the Logistical Issues. The impressions with the use of Arduino technologies use in other platform has become the demand high. This influence is regarded as the coordination of the group, tangible resources, supplies and availability of passive and active devices for the projects. Absence of any components for the project will shift the group design and may do it over and over again. The ordeals of logistics in forming a group, design of tasks, problems of dysfunctional members, and assessing of individual and collective contribution in group works as well as generating project report, and presenting in a demonstration. C.

Technology and Tools

The use of Arduino and FPGA as microcontrollers supported designers makes their implementation easier. The Arduino microcontroller is an easy to use yet powerful single

Proc. of the Second Intl. Conf. on Advances in Applied Science and Environmental Engineering - ASEE 2014. Copyright © Institute of Research Engineers and Doctors, USA .All rights reserved. ISBN: 978-1-63248-033-0 doi: 10.15224/ 978-1-63248-033-0-110

board computer that has gained considerable traction in the hobby and professional market [17]. Arduino based project can be developed with less time. Internet sources, forums, discussion boards provide sketches and project designs using Arduino. With these rich literatures, a beginner, or advanced designer may developed another embedded system and can reuse sketches from the references. The use of Smartphone with general purpose applications, led participants embraced mobile learning through portable devices. Students value their privacy, and using technology to connect with them has its limits‖. With the emergence of mobile technologies, participants are able to maintain connection with group mates and provide updates on the materials over the internet. Also the blended learning manifest in the context which is a combination of face-to- face and online learning has been employed by the researcher. The targeted participants including the entire class have been provided an online groups, online classroom where assignments, project requirements, etc. are posted. Feedback and comments to discussions, themes, point of inquiry and other concerns are addressed, those needs clarity with the line of questioning are addressed during face-to-face which are the lecture and laboratory sessions. The participants recognize major roles of blended learning since it offers convenience and let them embraced the pace of learning over control of their time, and place. When ask about supports and FAQs of Arduino, Lyn who is not performing in the class remarks; Lyn: Our online groups and online support of Arduino community help us to be more capable in researching codifying and sketching. Although, the researcher used the blended learning unintentionally, the participants however gives merit on this kind of technology-based strategy, much has been written about blended learning using e-technologies however others may not be able to afford enhanced experiences if there is impediment to participants such as laptop or computer ownership, internet connections and better access of online materials. Participants gained comprehension on the subject by blended environments that include a blend of face-to-face and online learning opportunities. It has been regarded that tools and Equipment as educational aid and laboratory of student life. A laboratory is a physical facility that provides controlled condition in which scientific works, technical research and project implementation, measurements and testing may be performed. Group work may encourage collaborative teamwork which is essential skill employers are looking for in graduates entering the workplace; however students often reluctantly comply with group work because of level of involvement, shared responsibilities and variations in perspectives and attitudes towards completion of task. D.

Beliefs and Perception about the project

influence members‘ perception too. Definition has been made based on their prior knowledge and experiences related to the projects. Participants comprehend that the projects will be the vehicle for self-directed learning

End Product and Learning Outcome

E.

Learning is the acquisition of knowledge of all kinds, abilities, habits, attitudes, values and skills [18]. Learning is an active process of investigation and creation based on the learner‘s interest, curiosity and experience and should result in expanded insights, knowledge and skills [19]. The outcomes of learning also called learning products, response patterns, adjustments and the like and classified as cognitive, affective and psychomotor [19]. The four themes including the internal and external factors, technology and tools, and perception about the projects shaped the fifth theme which is considered as the application and driver of what had been learned. Within the context, Table 1 and Table 2 are Lists of projects of student developers in Embedded and Realtime System, and Computer Design Project courses. TABLE I. EMBEDDED & REALTIME SYSTEM PROJECTS Projects developed and presented 1 2 3 4 5 6 7 a.

Title

Approved

Presented

RC Surveillance Wheeled Robot a Automated Lighting and Door Control Using Android Smartphone a Smoke Detector-Insect Robot a Solar-powered Electronic Billboard with Anti-theft Alarm System Automated Sliding with Attendance Monitoring Automated Gardening System Automated Poultry Feeder with Solar Lighting System

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

No

Yes

No

Yes

No

Projects included in the exhibit presented in a research colloquium

TABLE II. COMPUTER ENGINEERING PROJECT DESIGN Projects developed and presented Title

1 2 3 4 5 6 7 8

Development of Cordless Charger via Bicycle Dynamo Motor Development of Gyro Parking Systema Development of Electronic Trash Robot Development of Automated Paper Charcoal Making Machine Development of Multifunctional Gyro Cart Development of Automated Blood Pressure and Glucosemeter Monitoring Device with GSM Application Flood Avoidance System for Small Houses Development of Automated Rice Cooking System with SMS Application

Approved

Presented

Yes

Yes

Yes Yes

Yes Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

a. The project study has been awarded as Best Paper and Best Presenter during the research colloquium

Conclusion

IV. The results reported in this study on students‘ experience and perceptions of using Arduino and FPGA in Embedded System suggest that students perceived using Arduino and

How the participants defined the projects has impact to their learning artefacts. First, how the project is defined will

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Proc. of the Second Intl. Conf. on Advances in Applied Science and Environmental Engineering - ASEE 2014. Copyright © Institute of Research Engineers and Doctors, USA .All rights reserved. ISBN: 978-1-63248-033-0 doi: 10.15224/ 978-1-63248-033-0-110

FPGA as engaging, relatively easy to use and provide benefits to designing and developing embedded system applications. Despite the positive findings, there is a need of more research required for understanding how project can improve student learning outcomes. Studies which mapped specific learning outcomes to use Project based learning and Arduino and FPGA as core of microcontroller. Projects can allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL can motivate students who might otherwise find school boring or meaningless [20]. The findings of this study suggest that embedded system technologies have the potential to provide new learning experiences. The participants became more willing to adopt new technologies into their own lives. Although the research able to identify themes as factors that influences the used of Arduino and FPGA on the projects developed and how the projects are created, its scope however, does not reach to explain its relationship. Hence, implication of the results to learning can be used to inform practice and research-based curriculum development in an outcome-based engineering education. The tenets of Project-based learning are evident since participants grasp the motivational elements, self-directed learning and autonomy.

Acknowledgment The author would like to thanks the students under the context, and to the Office of Research and Development Office of Jose Rizal University, Philippines.

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[14] Marshall, C. & Rossman, G. B.,Designing qualitative research. Newbury Park, CA: Sage, pp 79,1989 [15] Pinder, CC, 1998. Work Motivation in Organizational Behavior. Upper Saddle River, NJ: Prentice Hall [16] Mergendoller, J. & Thomas, J. (2000). Managing project based learning: Principles from the field. Date accessed: 13 November 2014. Retrieved: February 21,2014 [17] W. Durfee, University of Minnesota, Arduino Microcontroller Guide, Version October 2011, Retrieved: February 22,2014 [18] Calderon, J.F., Principles and Practices of Teaching, Great Books Trading,1998 [19] Kolmos, A., Reflections on Project Work and Problem-based Learning, European Journal of Engineering Education.1996 [20] Jewih Educators (2014), Jewish Learning Venture Retrieved: February 21,2014 from http://educators.jewishlearningventure.org/?page_id=295#section-1 About Author (s):

Daniel Dasig, Jr. is currently an Editor-in-Chief of International Journal of Artificial Intelligence and Applications; Editorial Board- Computer Applications: International Journal; Editorial BoardInternational Scientific Journal in Business Economics, Commerce and Trade Management; Member- Universal Association of Computer and Electronics Engineers (UACEE); Member- The Society of Digital Information and Wireless Communications (SDIWC), United States of America; Member-The International Association of Engineers (IAENG); Global Member-and Philippines Chapter Member of Internet Society (ISOC). A faculty of Jose Rizal University, and currently holds a Technology Analyst II-Officer 3 position in TELUS International Philippines, Inc. as industry practitioner. He is a Lean Six Sigma Certified for Business Process Improvement and ITILv3 Certified in IT Service Management. He is on his final work in his Master of Science in Engineering-Computer Engineering at Polytechnic University of the Philippines-Manila, with academic units in Master in Information System from University of Makati, and earned his Bachelor of Science in Computer Engineering from Samar State University, and finished a Certificate in Professional Teaching from Kester Grant College, Philippines, Inc., Quezon City. As an educator, he is actively involved in faculty development programs as member of Institute of Computer Engineers of the Philippines (ICPEP), and Philippine Society of Information Technology Educators (PSITE) member of Philippine Society for Study of Nature (PSSN). Author and co-authored papers presented and accepted in local and international conferences and published in referred journals. He serves as Editorial Board and Technical Paper Reviewer of several international conferences. He has a number of publications in peer-reviewed and refereed international and national journals.