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| Main Authors: | , |
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| Format: | Recurso digital |
| Sprog: | |
| Udgivet: |
Zenodo
2026
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| Online adgang: | https://doi.org/10.5281/zenodo.20373537 |
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Indholdsfortegnelse:
- <p>Traditional IoT education often follows a topic-based instructional model, progressing sequentially<br>through sensors, actuators, communication protocols, and embedded programming concepts. This paper<br>presents an alternative project-oriented IoT curriculum implemented over a 15-week semester at a private<br>university in Uzbekistan for 44 undergraduate computer science students. The course was designed around<br>complete functional projects rather than isolated theoretical topics, enabling students to develop practical<br>engineering competencies through hands-on experience.<br>The laboratory environment employed a shared-resource model in which student pairs rotated through<br>12 workstations equipped with ESP32 microcontrollers and various sensor-actuator combinations, including<br>DHT11 temperature and humidity sensors, ultrasonic sensors, RFID modules, and L298N motor drivers. To<br>address concerns regarding excessive dependence on AI-assisted coding tools, the curriculum introduced<br>a differentiated AI usage policy: students were encouraged to use artificial intelligence tools for conceptual<br>understanding and research purposes, while all source code had to be written independently and verified<br>through oral technical interviews.<br>The paper also provides a comparative analysis with a separate full-year embedded systems program in<br>which more structured and standardized instructional approaches produced significantly stronger educational<br>outcomes. Based on the analysis, the study proposes several practical recommendations for effective IoT<br>curriculum design, including the implementation of signed technical requirements, rigorous early-stage<br>assessments, mandatory mock technical interviews, and the avoidance of individual MVP projects in favor of<br>standardized project-based exercises.</p>