SHAREE Conference 2027

Simple and Cheap Arduino-Based Teaching Environment in STEAM

Submitted

Purpose

Design/methodology

Findings

Research limitations

Implications

Keywords STEAM, MICROPROCESSOR, ARDUINO, TINKERING, MAKERSPACE, MEASURING TEMPERATURE

Original

Purpose The purpose of implementing and testing affordable and versatile Arduino-based teaching environments is to enhance educational experiences. This approach addresses specific challenges faced in teaching micro controllers, such as the lack of fixed positions for sensors on the table. The movement of the sensors can disrupt the functionality of the system. The system is designed to minimize the teacher intervention, as essential components are already integrated, making it easier for students to engage with the technology. This approach facilitates straightforward storage and encourages creativity, as the readily available peripherals intrigue students and spark their imagination. The multi oriented nature of this system allows educators to incorporate it into a wide array of subjects, including mathematics, programming, physics, or arts. By providing a hands-on learning experience, the environment fosters critical thinking and problem-solving skills.

Design/methodology The design of the platform is informed by ideas and suggestions provided by pupils, including questions such as how a machine can determine whether it is moving, how to use visual indicators (such as LED strips, or OLED screens), sound, or text-based feedback, and whether it can sense environmental conditions such as temperature or air quality. These features can be readily incorporated into subjects such as Home Economics, Physics, or Mathematics, providing practical and interdisciplinary learning opportunities. The study design was developed based on feedback from both students and teachers, and is still under continuous development. Although certain challenges remain, pupils have demonstrated the ability to produce exceptionally high-quality outcomes with the support of AI-assisted tools. Nonetheless, the resources for teachers are being updated and will include both text-based and video content.

Findings The system was evaluated over a two-year period during ICT lessons in a school setting at the Finnish school of Tallinn, Estonia. The learning activities during the classes were designed to introduce fundamental programming concepts, including loops, conditionals, and variables. The findings indicate that, with the support of AI-assisted tools, pupils are often able to create the desired program behavior even without first mastering these underlying programming principles. While this may reduce the emphasis on traditional coding skills, it can support learners who might otherwise struggle with programming and can accelerate the development of new ideas and creative solutions. In addition, the platform contributes to more efficient classroom management by simplifying the organization, monitoring, and implementation of learning activities.

Research limitations Some limitations should be considered when interpreting the findings. The sample size is relatively small and limited to a single school, reducing the generalizability of the results. In addition, participants were predominantly interested in engineering and computing, which may not reflect the wider student population. The study was conducted in a small-school environment where teacher provides substantial individual support. Such conditions may differ from those in larger educational settings. Furthermore, the platform currently supports a limited range of peripherals and sensors, selected primarily based on student interest. Quantitative analysis was restricted by the small sample size and the exploratory nature of the research. The AI-assisted programming tools also makes it difficult to separate programming knowledge from AI-supported task completion. Although the study spanned two academic years, the research and development remains ongoing.

Implications The findings suggest several implications for educational practice. First, hands-on and project-based activities appear to increase pupil engagement and interest in STEAM-related subjects, including electronics, programming, and engineering. The platform enables learners to explore real-world phenomena, such as gradual changes in temperature and other environmental variables, supporting the development of scientific reasoning and data literacy. In addition, the use of LED lighting and other interactive components provides immediate visual feedback, which can enhance motivation and understanding of computational concepts. The integration of sensors and measurement tools also allows the platform to function as a scientific data-collection system, creating opportunities for interdisciplinary learning across subjects such as physics, technology, and home economics. These features may help connect abstract concepts to practical applications and encourage creative experimentation.

Keywords STEAM, MICROPROCESSOR, ARDUINO, TINKERING, MAKERSPACE, MEASURING TEMPERATURE