Experimental and Theoretical Physics Studies
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Peer reviewed
Abstract
Abstract
This systematic review synthesizes 38 peer-reviewed empirical studies (January 2010-December 2025) on microcontroller use in physics education, following preferred reporting items for systematic reviews and meta-analyses procedures and searches in Scopus and ERIC. It describes how platforms such as Arduino, ESP32, Atmega328, and Micro:bit potentially support development of laboratory skills and may facilitate learning of mechanics, thermodynamics, electromagnetism and optics. These low-cost programmable devices most often facilitate learning through automated, high-frequency data collection and real-time visualization, allowing students to observe transient phenomena and connect measurements to conceptual models. Instructions are typically inquiry and project-based, with students building sensor systems, troubleshooting, and developing computational and experimental reasoning. Across studies, motivation and engagement frequently improve, and some report gains in conceptual understanding and laboratory problem-solving. Different barriers include limited teacher training, time constraints, calibration/debugging difficulties, and resource and maintenance demands. Future studies should prioritize longitudinal research and scalable teaching models to support sustained classroom integration.
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@article{Saramati2026Learning,
title = {Learning physics with microcontrollers: A systematic review of empirical research},
author = {Besnik Saramati and Andrej Vidak and Vanes Mešić},
journal = {Eurasia Journal of Mathematics Science and Technology Education},
year = {2026},
doi = {10.29333/ejmste/18710},
url = {https://doi.org/10.29333/ejmste/18710}
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