Engineering laboratory courses are essential for developing conceptual understanding and practical skills; however, the time students spend assembling prototypes and troubleshooting wiring issues often reduces opportunities for analysis, programming, and reflective learning. To address this limitation, this study designed and evaluated an integrated STM32-based educational laboratory that consolidates the main peripherals required in a microcontroller course into a single Printed Circuit Board (PCB) platform. A quasi-experimental intervention was implemented with 40 engineering students divided into a control group using traditional STM32 Blue Pill and breadboard connections and an experimental group using the integrated platform. Throughout ten laboratory sessions, data were collected through pre- and post-tests, laboratory logs, and the Motivated Strategies for Learning Questionnaire Short Form (MSLQ-SF). Results showed that the experimental group achieved a Hake normalized learning gain of 40.09% compared with 16.22% in the control group, also showing that it completed the sessions an average of 27 min faster and facilitated a substantial reduction in hardware- and connection-related errors. Significant improvements were also observed in metacognitive and improved motivational and self-regulated learning scores. Overall, the findings indicate that reducing operational barriers in laboratory work enhances both cognitive and motivational learning processes, supporting the adoption of integrated educational hardware to optimize learning outcomes in engineering laboratory courses.
Cepeda-Argüelles et al. (2026) studied this question.