Educational Robotics in the Teaching of Microprocessor Systems to Engineering Students
Rimberto M. Lopez, MSME, Ece1, Ma. Christina B. Ortega, Phd2,
Paul Michael P. Felstead, EdD3
https://0009-0007-9583-96591, https://0000-0001-9919-80692, https://0009-0007-2768-40263,
engrrml109@gmail.com1, christinaortega20@gmail.com2, pmpfelstead@yahoo.com3
Virgen Milagrosa University Foundation, Inc.
Martin P. Avenue, San Carlos City, 2420 Pangasinan, Philippines
Virgen Milagrosa University Foundation, Inc.
Martin P. Avenue, San Carlos City, 2420 Pangasinan, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/939805
ABSTRACT
This investigation developed and systematically integrated educational robotics into the pedagogical framework for teaching microprocessor systems to engineering students within Higher Educational Institutions across Pangasinan, Philippines. The research addressed a significant pedagogical gap, wherein the majority of institutions continued to employ traditional instructional methodologies centered on microprocessor trainer boards and conventional lecture-based delivery. Employing a descriptive research design, the study engaged 124 respondents, comprising 10 faculty members and 114 engineering students from four higher educational institutions in Pangasinan, Philippines. Data collection occurred through structured survey questionnaires, with subsequent analysis utilizing descriptive statistics and independent samples t-test procedures. The findings revealed that three of the four participating institutions had successfully adopted educational robotics within their microprocessor system courses. The developed educational robotics instructional material encompassed comprehensive activities for constructing mobile robots, obstacle avoidance systems, line follower robots, and diverse robotic applications utilizing Arduino microcontroller platforms. The acceptability level received classification as ‘Most Highly Acceptable’ from both faculty members (weighted mean = 4.56) and engineering students (weighted mean = 4.22), yielding an overall average of 4.39. Statistical analysis via t-test demonstrated no significant difference between faculty and student acceptability levels (t = 1.742, p = .084), indicating comparable perceptions across stakeholder groups. Educational robotics demonstrated substantial merit as an essential pedagogical tool for maintaining pace with technological advances in contemporary engineering education. The study advocates for broader adoption of educational robotics in microprocessor courses, regular revision and updating of instructional materials, and strategic integration into related engineering disciplines to enhance student competencies and optimize preparation for future careers in technology and engineering fields.
Keywords: Educational robotics, Microprocessor systems, Engineering education, Arduino microcontrollers, STEM education
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