Arduino and mBlock Projects to Enhance Computational Thinking in First-Year Engineering Students

Abstract

Computational thinking skills are essential in education, especially for students at the beginning of their engineering studies. Therefore, it is crucial to integrate these skills with other techniques and methods that can further enhance computational thinking in engineering students. This research aimed to strengthen computational thinking skills by developing technological projects that address the specific needs of the local context for industrial and systems engineering students. To achieve this, students engaged in classroom activities utilizing technological resources, where they developed algorithms, programmed Arduino boards, configured sensors, debugged programs, and created applications using the mBlock platform. The research methodology employed a quantitative approach with a quasi-experimental post-test design and intentional non-probabilistic sampling proportional to the number of students. Results indicated that working on technological projects equally motivated and sensitized both female and male students to engage in technological activities successfully, thereby strengthening computational thinking skills in students across both fields. Furthermore, the results revealed that systems engineering students demonstrated greater improvement in computational thinking skills compared to industrial engineering students. This difference can be attributed to the systems engineering curriculum being more oriented toward the use and development of technology, while industrial engineering focuses more on management.