ARDUINO-BASED LEARNING IN HIGHER EDUCATION: A SYSTEMATIC REVIEW

This research project aims to systematically review the existing literature on the use of Arduino-based learning in higher education. Arduino, an open-source electronics platform widely used for physical computing, robotics, and embedded systems development, has increasingly been integrated into university-level teaching to support experiential, project-based, and interdisciplinary learning approaches. Despite the growing number of empirical studies examining Arduino applications in educational contexts, there remains a lack of comprehensive synthesis focusing specifically on higher education environments. The primary purpose of this systematic review is to identify, analyze, and synthesize empirical research findings related to the implementation of Arduino in higher education teaching and learning. The review seeks to examine how Arduino technologies are applied across different academic disciplines, including engineering, computer science, physics, and STEM education, as well as to explore the pedagogical approaches employed, such as project-based learning, problem-based learning, laboratory-based instruction, and collaborative learning. Additionally, the study aims to evaluate reported learning outcomes, including students’ academic performance, technical competencies, computational thinking skills, motivation, engagement, and problem-solving abilities. The review will follow a systematic methodology guided by established reporting standards for systematic reviews. Relevant studies will be identified through structured database searches using predefined keywords and inclusion criteria. The selection process will involve screening titles, abstracts, and full texts to ensure methodological relevance and quality. Data from the included studies will be extracted and analyzed using a thematic synthesis approach to identify patterns, trends, and research gaps in the literature. The expected outcomes of this research include a comprehensive overview of current research trends, pedagogical practices, and educational benefits associated with Arduino-based learning in higher education. The study also aims to highlight limitations in existing research, methodological challenges, and underexplored areas that require further investigation. Ultimately, the findings are expected to provide valuable insights for educators, curriculum designers, and researchers interested in integrating microcontroller-based technologies into university teaching to enhance student learning and skill development. By synthesizing current evidence, this systematic review will contribute to the advancement of knowledge in technology-enhanced learning and support evidence-based decision-making in higher education pedagogy.