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The novel curriculum uses hardware projects to support mastery of C syntax and implementation of core programming concepts and best practices. A mixed-methods evaluation examines student attitudes and self-perceptions, subsequent intermediate-class success rates, and degree progress. Performance and retention were similar, while the novel course strengthened engineering identity and perceived relevance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/description-and-mixed-methods-evaluation-of-a-novel-hardware-based-introductory-programming-course/588802/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/description-and-mixed-methods-evaluation-of-a-novel-hardware-based-introductory-programming-course/588802.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approach does the paper compare for introductory C programming?","Question",{"text":112,"@type":113},"It compares a novel hardware-based introductory C course to a traditional C programming course for electrical engineering students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the novel course evaluated?",{"text":117,"@type":113},"The study used mixed methods, measuring student attitudes and self-perceptions, later success in an intermediate programming class, and progress toward degrees.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about performance and student identity?",{"text":121,"@type":113},"Performance and retention outcomes were similar between courses, but students in the novel course were more likely to feel they fit in as electrical engineers and less likely to view programming as “not real engineering.”","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588802,1792231612,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2019  \nDescription and Mixed Methods Evaluation of a Novel Hardware-Based Introductory Programming Course  \nSTEPHEN SECULES  \nFlorida International University Miami, FL  \nAND  \nWESLEY LAWSON Purdue University West Lafayette, IN  \nABSTRACT  \nThis paper compares an innovative approach to teaching a required introductory C programming course to a traditional C programming course for electrical engineering (EE) students. The novel course utilizes hardware-based projects to motivate students to master language syntax and implement key programming concepts and best practices. In a mixed methods research evaluation, we compare the attitudes and self-perceptions of the students in each of the introductory courses, as well as success rates for each cohort in their subsequent intermediate programming class and progress toward their degrees. Performance and retention outcomes were similar for the two courses. After students took the novel course, they were more likely to feel that they fit in as electrical engineers and less likely to believe that programming was “not real engineering.” Qualitative data and pedagogical descriptions of the two courses help connect these quantitative findings to key features of the courses.  \nKey words: electrical engineering, active learning, project based learning, mixed methods research, course evaluation  \nINTRODUCTION  \nIntroductory engineering courses are often a subject of concern and site of pedagogical intervention for universities. Large enrollment and faculty demands mean these classes are often structuredas large lectures with homework review sessions led by teaching assistants. These introductory lecture courses can be challenging, impersonal, and disconnected from the discipline. They are also a source of stress and attrition for students, particularly those from under-represented groups [1] .  \nADVANCES IN ENGINEERING EDUCATION  \nDescription and Mixed Methods Evaluation of a Novel Hardware-Based Introductory Programming Course  \nWithin introductory engineering course sequences, programming courses have been noted to be particularly difficult, with a high potential for impact on student affect, identity, and persistence asan engineering major [2] .  \nA growing reform movement has promoted active learning pedagogies as an alternative to the lecture format. These courses are structured around opportunities for students to construct knowledge, individually and collaboratively, and they promote learning through engaging in authentic tasks [3] . In the world of introductory engineering design courses, active learning courses have been proven to improve learning outcomes, increase interest, and improve retention in the major [4]–[9] . In the shift from passive learning environments to active-learning and project-driven freshman design courses, new technologies have been introduced to enhance students’ knowledge, skills, and abilities. For example, universities have incorporated computer-aided design, LEGO Mindstorms [10], and visual / graphical programming languages [7],[9] to enhance their instruction of design.  \nFor over a decade, Arduino electronics platforms have been available for such courses and offer considerable flexibility and programming power [7]–[9] . In addition, the Arduino is inexpensive and has a large following in the hobbyist community. As such, there is a lot of Arduino-compatible hardware available and a lot of online documentation that can be used to augment the learning process. Although Arduinos can be an enjoyable introduction to a version of C programming language in a course primarily focused on engineering design, there are multiple reasons why instruction on an Arduino may not serve as an adequate introduction to ANSI C programming in a course whose main learning objectives involve programming knowledge and efficacy for all students in ","cbCaig7ScpY6oDMP","https://ap.wps.com/l/cbCaig7ScpY6oDMP","pdf",2126669,"English","# Abstract\n# Introduction\n# Advances in Engineering Education","[{\"question\":\"What teaching approach does the paper compare for introductory C programming?\",\"answer\":\"It compares a novel hardware-based introductory C course to a traditional C programming course for electrical engineering students.\"},{\"question\":\"How was the novel course evaluated?\",\"answer\":\"The study used mixed methods, measuring student attitudes and self-perceptions, later success in an intermediate programming class, and progress toward degrees.\"},{\"question\":\"What were the main findings about performance and student identity?\",\"answer\":\"Performance and retention outcomes were similar between courses, but students in the novel course were more likely to feel they fit in as electrical engineers and less likely to view programming as “not real engineering.”\"}]","Description and Mixed Methods Evaluation of a Novel Hardware-Based Introductory Programming Course | PDF",1792065964,76]