Physical Computing and Computational Thinking Supported by Mobile Devices in an Introductory Electronics Course: An Active Learning Approach

Contribution:This study explores how physical computing (PhyC) activities supported by mobile devices can enhance learning, motivation, and computational thinking (CT) in engineering students. By adopting a learning-by-doing approach, tablets and smartphones were transformed into active learning devices for algorithm creation and experimentation through an educational app developed for block-based programming and hardware handling.Background:Typically, learning through mobile learning (m-learning) devices have been adopted in e-learning settings, especially for content delivery. Conversely, this study utilizes mobile devices for active learning, enabling students to engage in programming and PhyC activities within an introductory engineering course.Intended Outcomes:The methodology sought to enhance four areas for the students: academic performance, motivation, collaboration, and CT through mobile devices and PhyC activities. The 76 undergraduate engineering students participated in the methodology from 2022 to 2024.Application Design:The methodology comprised active learning tasks developed by the students and aligned with the educational outcomes expected in the course. These tasks integrated handling of the app mentioned with hardware devices, i.e., sensors and basic robotics, along with the curriculum of an introductory electronics course. Data from 76 students were collected through academic grades, a questionnaire on a Likert scale, and semi-structured interviews. Data were analyzed utilizing a mixed research approach.Findings:The educational outcomes suggest that the students improved their understanding of PhyC, programming, and electronics concepts in the course, with a large Wilcoxon effect size (r ≥ 0.5) for most of the courses. At the qualitative level, five crucial components were identified in the m-learning intervention, namely, learning development, affective engagement, teacher presence, technology affordances, and PhyC interactivity and debugging, which influenced the students’ performance and engagement.