Learning physics with microcontrollers: A systematic review of empirical research
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.