ABSTRACT The rapid expansion of the Internet of Things (IoT) demands instructional models that effectively bridge theory and practice. This study explores the integration of Project‐Based Learning (PBL) with the ADDIE instructional design model in an undergraduate Information Technology Projects course. As a capstone activity, students designed and built a Smart Lamp using an ESP32 microcontroller, sensors, MQTT communication, and a mobile user interface, iterating through ADDIE phases with formative feedback. A mixed‐methods evaluation combined SAM‐based rubrics, user‐experience testing, and self‐ and peer‐assessment ( n = 30 students; n = 20 external users). Results indicated strong technical performance (overall M = 4.2/5 across competencies), high collaboration indicators ( M = 4.4/5), and positive end‐user satisfaction ( M = 4.4/5). A nonparametric exploratory comparison revealed no significant differences between students with and without prior IoT experience, highlighting the inclusiveness of the approach. Overall, findings demonstrate that coupling PBL with ADDIE fosters motivation, knowledge transfer, and effective hardware–software integration while providing a replicable structure for IoT education. Implications for course design include aligning learning outcomes with ADDIE phases, incorporating iterative usability testing, and integrating cloud‐connected prototypes as authentic assessments for future implementations.
Edgar Cano‐Cruz (Thu,) studied this question.