Integrating Flipped Classroom and Project-Based Learning in IoT Education: Enhancing Academic Achievement and Self-Regulated Innovation Skills

Abstract

In an undergraduate Internet of Things (IoT) course, this study examines the efficacy of combining Flipped Classroom (FC) with Project-Based Learning (PBL) in order to improve academic performance and self-regulated innovation abilities. The educational model was executed throughout a whole semester with third-year computer science students at Suan Sunandha Rajabhat University. Students engaged with pre-class content via digital platforms and utilized their knowledge throughout in-class prototype sessions and collaborative IoT project creation. A mixed-methods study approach was employed, integrating both quantitative and qualitative tools, such as pre-and post-tests, rubric-based project assessments, self-evaluation surveys, satisfaction questionnaires, and reflective journals. The results indicate significant enhancements in students’ conceptual comprehension of IoT, practical competencies in system development, and vital soft skills including collaboration, communication, and innovative problem-solving. Qualitative data from reflections and observations indicated an enhancement in learners’ autonomy, motivation, and adaptability—qualities linked to self-regulated innovation. Students indicated substantial satisfaction with the teaching methodology, highlighting that the combination of flexibility, cooperation, and real-world applicability enhanced the significance of their learning experience. The study suggests that the Flipped Project-Based Learning (FPBL) model is a viable pedagogical approach for IoT education, fostering both technical proficiency and innovation-driven skill enhancement. Recommendations encompass the broadening of FPBL implementation within technical courses, the provision of organized scaffolding for beginner learners, and the cultivation of instructional settings that promote creativity and self-directed learning.