Abstract
The article describes the implementation of IoT technology in the teaching of microprocessor technology. The method presented in the article combines the reality and virtualization of the microprocessor technology laboratory. A created IoT monitoring device monitors the students’ microcontroller pins and sends the data to the server to which the teacher is connected via the control application. The teacher has the opportunity to monitor the development of tasks and student code of the program, where the functionality of these tasks can be verified. Thanks to the IoT remote laboratory implementation, students’ tasks during the lesson were improved. As many as 53% (n = 8) of those students who could improve their results achieved an improvement of one or up to two tasks during class. Before the IoT remote laboratory application, up to 30% (n = 6) of students could not solve any task and only 25% (n = 5) solved two tasks (full number of tasks) during the class. Before implementation, 45% (n = 9) solved one problem. After applying the IoT remote laboratory, these numbers increased significantly and up to 50% (n = 10) of students solved the full number of tasks. In contrast, only 10% (n = 2) of students did not solve any task.
Highlights
The education sector is currently undergoing a difficult period caused by the globalCOVID-19 pandemic
The main reason for the IoT remote laboratory creation was the problems in the online teaching of microprocessor technology
IoT module named esp8266 used for internet communication, an application for the module named esp8266 used for internet communication, and anand application for the teacher teacher focused on monitoring and controlling the student’s microcontroller implemented focused on monitoring and controlling the student’s microcontroller implemented on the on the Nucleo-64 board
Summary
The education sector is currently undergoing a difficult period caused by the globalCOVID-19 pandemic. Question: “Where is the biggest problem of online learning?” Students could select more than one answer, where 50% (n = 10) of them responded with: “I have trouble asking the teacher for help over the internet” and 25% (n = 5) answered, “If the teacher does not ask me how I am working, I will not say that the program does not work.”. As another problem, 30% (n = 6) of the students commented: “I am stuck with the program in one place and I cannot continue.”
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