Effectiveness of Implementing Experiential Learning and Rubrics-Based Assessment in Microprocessors and Microcontrollers Laboratory Course

Today’s dynamic world demands the design and deployment of embedded systems and System-n-Chip design in various applications including both domestic and industrial areas, especially in the establishment of a smart and sustainable society. This necessitates the inclusion of hardware-based courses like digital electronics, microprocessors, microcontrollers and computer architecture as pre-requisite courses and pave way for students to develop keen interest, skill and proficiency. Critical thinking and programming skills are indispensable to gain proficiency in these areas. The challenges that lay before the course instructors are to kindle students’ interest in these courses and also to make them industry-ready engineers. So, conducting the laboratory courses with the experiments beyond the curriculum and motivating them to complete the course with capstone projects helps the students to improve their programming and design thinking skills. Experiential learning methods like Project-Based Learning (PBL) and active learning methods such as Live Coding and demonstration are employed for Microprocessors and Microcontrollers laboratory course as the solution. A quantitative metric namely, “Coding Quotient (CQ)” is used to measure the critical thinking ability of the students. A post-laboratory student survey is conducted and the “Satisfaction Index (SI)” obtained from the survey validates the effectiveness of PBL