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For the past several years, a team in the Department of Electrical Engineering (EE), National Chung Cheng University, Taiwan, has been establishing a pedagogical approach to embody embedded systems in the context of robotics. To alleviate the burden on students in the robotics curriculum in their junior and senior years, a training platform on embedded systems with co-design in hardware and software has been developed and fabricated as a supplement for these students. This general-purpose platform has several advantages over commercial training kits for embedded systems. For instance, the programming layer has been brought onto an open-source platform ported by Linux and [mu]C/OS-II such that it is mostly hardware-independent. Meanwhile, in addition to linking to fundamental library functions provided for robotics, users can program the codes not only in C language, but also through visual programming by means of a graphic interface developed along with the platform, allowing users to concentrate on higher-level robot function design. In other words, the platform facilitates rapid prototyping in robotics design. Meanwhile, a tailored laboratory manual associated with the platform has been designed and used in classes. Based on assessments and evaluation on the students who have completed this course, the curricular training is satisfactory and largely meets the requirements established at the design stage. (Contains 1 table and 12 figures.)

Computer-based scaffolding (CBS) has been regarded as an effective way to help individual students complete and gain skill at completing complex tasks beyond their current ability level. Previous meta-analyses also have demonstrated that CBS for collaborative learning leads to positive cognitive outcomes in problem-centered instruction for STEM education. However, while separate synthesis efforts have been conducted on CBS and collaboration guidance, little work has examined the intersection of these approaches. This study addresses this gap by examining the extent to which the effect of CBS is moderated by the group size in which students work, which type of CBS intervention was used in groups or individually, and whether CBS includes supports for both individual and group works or only individual learning. Results from 145 studies indicate that CBS leads to statistically significant cognitive learning effects when students solve problems individually, as well as working in pairs, triads, and small groups. Moderator analyses indicated that (a) effect sizes are higher when students worked in pairs than when they worked in triads, small groups, or individually; (b) the effect size of metacognitive scaffolding on group activity is higher than other types of scaffolding intervention; and (c) the effect size is higher for groups when scaffolding was present but collaboration support was absent. These results suggest that elaborated design and integration of CBS and collaboration guidance are considered to maximize students' learning in problem-centered instruction within STEM education. [ABSTRACT FROM AUTHOR]