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Zenodo
2026
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| Accès en ligne: | https://doi.org/10.5281/zenodo.20373537 |
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| _version_ | 1866902339796860928 |
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| author | Ulugbek Tursunaliev Lazizbek Yusupov |
| author_facet | Ulugbek Tursunaliev Lazizbek Yusupov |
| contents | <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> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20373537 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | PROJECT-ORIENTED ESP32 IOT CURRICULUM WITH A SHARED-RESOURCE LABORATORY MODEL: DESIGN, IMPLEMENTATION, AND LESSONS LEARNED Ulugbek Tursunaliev Lazizbek Yusupov <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> |
| title | PROJECT-ORIENTED ESP32 IOT CURRICULUM WITH A SHARED-RESOURCE LABORATORY MODEL: DESIGN, IMPLEMENTATION, AND LESSONS LEARNED |
| url | https://doi.org/10.5281/zenodo.20373537 |