Applying problem-based learning to embedded systems in IPTC courses: A teaching reform study

Abstract

An embedded teaching system based on Problem-Based Learning (PBL) offers significant pedagogical advantages. This article investigates the impact of integrating PBL methods into classroom instruction, guided by students’ learning objectives and supported by questionnaire responses. The study focuses on six IPTC classes at a university where PBL was implemented, examining various aspects of the implementation process and proposing corresponding countermeasures. As electronic devices increasingly rely on embedded systems, engineers face escalating challenges in system design and must acquire new, interdisciplinary skills. To meet these demands, it is essential for engineers to bridge knowledge gaps across traditionally distinct fields. However, there are ongoing concerns that current educational institutions do not provide a sufficiently robust foundation for such interdisciplinary learning. This study employed comparative analysis to evaluate the effectiveness of PBL-based instruction, using both test scores and student feedback. A paired-sample test comparing post-test results between the control and experimental groups revealed a statistically significant difference (p = 0.001< 0.05), indicating that PBL had a positive effect on student learning outcomes. These findings suggest that integrating PBL into IPTC courses can enhance teaching methods and drive meaningful curriculum reform. This approach supports pedagogical goals such as fostering innovation and developing core competencies, making it a valuable strategy for advancing modern education.