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This project develops and pilots a Python-based graphical user interface (GUI) for Arduino desk-scale lab kits used in fluid and energy transfer experiments. Two goals guide the work: defining a reusable template for instructionally useful GUIs and evaluating improvements in ease of use, data readability/visualization, and overall usability. Pilot results show higher usability and engagement than a prior PuTTY workflow.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/an-instructor-friendly-template-based-workflow-for-the-development-of-gui-software-for-arduino-lab-kits-applications-for-engineering-lab-courses/240135/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/an-instructor-friendly-template-based-workflow-for-the-development-of-gui-software-for-arduino-lab-kits-applications-for-engineering-lab-courses/240135.png","ImageObject",442,249,{"name":88,"@type":89},"Maya Linwood","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-11-04","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":35},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What problem does the project address with Arduino lab kit software?","Question",{"text":108,"@type":109},"Current lab kit software often relies on text-based outputs and multi-step configuration, which can reduce usability, increase troubleshooting time, and make adoption harder for instructors.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What are the two main goals of the work?",{"text":113,"@type":109},"First, define key design elements for a template that supports adaptable and instructionally useful GUIs. 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These constraints can reduce kit usability, increase troubleshooting time, and limit broader adoption by instructors who face schedule, space, and support limitations. This project addresses these challenges by developing and piloting a graphical user interface (GUI) software for Arduino-based, desk-scale lab kits used in fluid and energy transfer experiments in a junior unit operations laboratory course.  \nThe work had two goals: (1) to define key design elements for a software development template that supports adaptable, visually organized, and instructionally useful GUI software for lab kits, and (2) to evaluate the extent to which a newly developed GUI improves student-perceived ease of use, data readability/visualization, and overall usability when implemented in a course setting. The GUI was developed using Python and open-source packages following an iterative process that included design planning, separate backend/frontend development, and student testing across iterations. Student feedback guided improvements such as enhanced data organization, graphical visualization with adjustable axes, and improved layout and usability.  \nPreliminary pilot results indicate that the GUI improves usability and student engagement with experimental data compared to the prior PuTTY-based workflow, and that visual elements such as graphs and streamlined connectivity support more intuitive interaction with the kits. Beyond the specific chemical engineering application, this paper contributes a template-based, instructorfriendly development workflow that can be adapted for other Arduino-based experiential learning modules across engineering and STEM courses.  \nINTRODUCTION  \nExperiential learning has evolved as an essential adjuvant in undergraduate engineering education with innovative methodologies that can be integrated across the curriculum [1][2][3] . Among these methods, the use of lab kits in lecture and laboratory courses has been proven successful to supplement classroom instruction, connect theory to practice, and strengthen professional skills [4][5] . Yet, experiential learning extends beyond lab kits with the use of authentic settings and practice-oriented activities such as living labs, virtual labs, inclusive makerspaces, educational games, and service-learning projects. All these initiatives have been designed to strengthen the ability of students to apply concepts, iterate with feedback, and engage with real-world constraints [6][7] .  \nWhile promising, the widespread implementation of experiential learning in engineering curricula faces limitations including the rigid structure of laboratory courses, institutional financial challenges, and space limitations. As such, it is not always feasible for higher-education institutions to invest in appropriate laboratory kits, simulations, and other experiential learning initiatives [8][9] . These challenges are particularly restrictive for chemical engineering teaching laboratories which often employ the so-called pilot-scale experimentation characterized by equipment resembling setups typically found in the process industry especially in size, design, and control systems [10][11][12] . For instructors, these constraints can limit how often hands-on  \nmodules can be deployed, how many students can be served, and how quickly new activities can be adopted and maintained.  \nTo circumvent some of these limitations, recent work has featured the successful use of desk-scale kits to support classroom instruction and to enable at-home experimentation [4][13] .For example, desk-scale lab kits on t","cbCaib38AxLZjfwE","https://ap.wps.com/l/cbCaib38AxLZjfwE","pdf",707632,19,"English","# Introduction\n## Experiential learning and lab kit adoption\n## Limitations of current kit software workflows\n## Motivation for a GUI-based template workflow","[{\"question\":\"What problem does the project address with Arduino lab kit software?\",\"answer\":\"Current lab kit software often relies on text-based outputs and multi-step configuration, which can reduce usability, increase troubleshooting time, and make adoption harder for instructors.\"},{\"question\":\"What are the two main goals of the work?\",\"answer\":\"First, define key design elements for a template that supports adaptable and instructionally useful GUIs. Second, evaluate how the new GUI improves students’ perceived ease of use, data readability/visualization, and overall usability in a course setting.\"},{\"question\":\"How was the GUI developed and improved?\",\"answer\":\"The GUI was built using Python and open-source packages with an iterative process separating backend/frontend development and including student testing. Feedback drove improvements such as better data organization, adjustable-axis visualization, and streamlined layout and usability.\"}]","An Instructor-Friendly Template-Based Workflow for the Development of GUI Software for Arduino Lab Kits - Applications for Engineering Lab Courses | PDF",1789157706,7]