Tag: Academia – Projects

Publication 2025/8 – A Study on Proficiency in Media and Information Literacy – ICEED 2025

Today I presented a work on A Study on Proficiency in Media and Information Literacy in the International Conference in Engineering Education (ICEED 2025) in Kuching Sarawak. This work is the extension of an earlier study, “Assessing Information Literacy Levels Among Underprivileged Communities” published in the Journal of Media Literacy Education (2024) that roots back to a collaborative project supported by a UNESCO IFAP grant in 2021.

From Community Literacy to Engineering Education

The earlier research focused on identifying information literacy gaps among underprivileged communities, revealing that misconceptions often arise when individuals lack structured approaches to evaluating information. Building on this, the current study expands the scope to assess media and information literacy (MIL) competencies across diverse demographics in Malaysia, with a specific emphasis on understanding both perceived abilities (via Likert scales) and actual knowledge (via concept inventory–style test scores).

The findings shows that while participants demonstrated confidence in basic searching and retrieval skills, critical evaluation and ethical content creation remained weak points. Importantly, the study showed that perceived competencies do not always align with actual proficiency, highlighting the persistence of misconceptions when navigating online content.

Why MIL Matters in Engineering Education

Linking this to engineering education, the implications are significant. Engineering students and professionals increasingly rely on digital platforms for:

    • Technical information retrieval – sourcing datasheets, academic papers, and technical standards.

    • Critical evaluation – distinguishing credible research from unverified online content.

    • Ethical content creation – producing reports, designs, or media that respect intellectual property and promote integrity.

    • Digital security – protecting data and managing privacy in collaborative platforms and IoT-based environments.

Deficiencies in MIL can therefore affect the quality of problem-solving, research rigor, and ethical decision-making in engineering practice. By embedding MIL competencies into engineering education, institutions can cultivate graduates who are not only technically skilled but also responsible digital citizens capable of navigating the complexities of today’s information-rich environments.

Media and information literacy is not peripheral but central to engineering education. It contributes directly to cultivating engineers who can think critically, communicate ethically, and innovate responsibly. For educators, it offers a reminder that curricula should integrate MIL training alongside traditional technical subjects, ensuring that graduates are equipped to evaluate, create, and protect digital knowledge effectively.

I would like to sincerely thank each and everyone who has been involved in this study—from the participants and enumerators to my colleagues at UMPSA STEM Lab, as well as our collaborators and supporters through the UNESCO IFAP grant, British Council, Cardiff Metropolitan University and the Miniatry of Higher Education Malaysia. Your contributions, guidance, and commitment have been invaluable in shaping this work and bringing it to the international stage at ICEED 2025.

Publication 2025/7 – Constructivist Scaffolding in Arduino Robotics Programming for Novice Learners – ICEED 2025

At the International Conference on Engineering Education (ICEED) 2025, held in Kuching, Sarawak, the work on “Constructivist Scaffolding in Arduino Robotics Programming for Novice Learners” was presented. This study builds upon our ongoing efforts at the UMPSA STEM Lab to design effective teaching strategies that help learners take their first steps into robotics and programming.  

For many novice learners, programming a robot can be intimidating. Not only do they have to understand the logic of coding, but they also need to connect it with physical hardware like sensors, motors, and controllers. Without proper guidance, this can quickly become overwhelming.

This is where constructivist scaffolding comes in. Inspired by Vygotsky’s Zone of Proximal Development (ZPD), scaffolding ensures that learners are supported at the right level: starting with more guidance and gradually moving towards independence. Combined with Kolb’s experiential learning cycle—learning by doing, reflecting, conceptualizing, and applying—this approach helps learners grow both skills and confidence.

The Four-Tiered Scaffolding Model

The Arduino robotics module was designed with four progressive stages of support:

  1. Workout Programming – Learners begin with full example codes and step-by-step guidance.

  2. Debugging Malfunction – Learners fix pre-written codes with intentional bugs, strengthening problem-solving.

  3. Semi-Completed Programming – Learners receive partially written codes, requiring them to fill in the gaps.

  4. New Programming – Learners are given only the problem statement and circuit schematic, coding solutions independently.

This tiered approach ensures a smooth transition from guided learning to independent problem-solving.

The work involves 182 novice learners from both pre-university and foundation programs. impact were measure with:

      1. Pre- and post-tests to assess knowledge gains.

      2. Surveys to capture learner confidence and attitudes.

      3. Interviews and observations to understand their real experiences.

The results shows that –

      1. Learners showed significant knowledge gains (12–14% improvement in test scores).

      2. Participants reported feeling more confident and engaged with programming.

      3. Each stage of scaffolding had its own impact:

          • Workout Programming gave learners a “safe starting point.”

          • Debugging was frustrating but rewarding.

          • Semi-completed Programming encouraged prediction and deeper thinking.

          • New Programming challenged learners but left them feeling accomplished.

Reliability of the survey instruments was high (Cronbach’s Alpha = 0.838), supports the findings.

Why It Matters for Engineering Education

This study highlights the value of scaffolding in robotics education. By carefully structuring learning tasks, educators can help students build confidence step by step, while still encouraging autonomy and creativity. For institutions looking to prepare students for the challenges of engineering, this approach offers a practical and research-backed model.

We are deeply grateful to the Ministry of Education Malaysia, Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA), British Council, Cardiff Met University, and the dedicated UMPSA STEM Lab mentors for their support in this project.

InECCE 2025 – An Undergraduate Research Dissemination in UMPSA STEM Lab

Yesterday, I attended InECCE 2025, a conference organized by the Faculty of Electrical and Electronics Engineering at UMPSA. The session was a meaningful platform to showcase the innovative works of our undergraduate students, particularly their final year projects (FYPs).

In total, five papers were presented, each highlighting a unique research direction that combines embedded systems, sensor integration, microcontrollers, microcomputers, and data analytics. The projects not only reflect strong technical execution but also the students’ growing ability to communicate their findings in a professional setting.

1. Design and Implementation of Circularly Polarized Antenna for CubeSat Applications

This project focused on developing a circularly polarized antenna tailored for CubeSat communications. Antennas of this type are essential to ensure reliable signal transmission regardless of satellite orientation. The work demonstrated solid grounding in antenna theory, simulation, and hardware prototyping, bridging theory with practical space communication requirements.

2. Image Recognition System for Pico-Satellite Earth Surface Analysis (50–75 m) – Amin

A pico-satellite imaging system was designed to perform image recognition at resolutions of 50–75 meters. The project involved integrating cameras with processing units, and developing algorithms for Earth surface feature detection and analysis. Such a system has strong potential for applications in environmental monitoring, agriculture, and disaster assessment.

3. Human-Robot Interactive Miniature Robot – Gan

Using the UMP STEMbot, a two-wheel miniature robot, this project explored human-robot interaction. By programming the robot to respond to commands and adapt to environmental feedback, the students highlighted applications in education, assistive robotics, and interactive learning platforms. The work required programming microcontrollers to interface with sensors, actuators, and wireless communication modules.

4. Navigational System for Miniature Robots – Kiren

This project also utilized the STEMbot, focusing on building a navigation system for autonomous mobility. By integrating infrared, ultrasonic, and IMU sensors, students enabled the robot to avoid obstacles, follow paths, and optimize its movement. The project served as a practical example of applying control systems, embedded programming, and robotics algorithms in real-world scenarios.

5. Integrated Data Acquisition and Environmental Analytics in Pico-Satellite Systems – Zharif

In this work, a data acquisition and analytics system was designed for a pico-satellite, the STEM Cube. The system collected environmental parameters (e.g., temperature, humidity, radiation levels), stored them in a database, and processed the data for visualization and decision-making. This project required students to master both hardware sensor integration and software development for analytics and visualization.

Beyond Hardware – Communication Skills Matter

It has always been a practice in UMPSA STEM Lab’s project supervision to develop a tangible projects (involves hardware – circuit design and development), simulation and analysis, as well as the presentation and paper-writing skills. Producing technical hardware (embedded systems, robots, satellites) is one challenge; communicating the work through IEEE-style papers and oral presentations is another. Both are equally critical in preparing students for industry and academic research.

That is why I emphasize to my students:

  • Build the system – design, test, and validate the hardware/software.
  • Code, simulate and analysis – code and program micro controllers / microcomputers / FPGAs
  • Communicate the system – write a paper, prepare figures, and present findings confidently.

Conferences like InECCE 2025 in Kuantan provide exactly this type of exposure, bridging classroom learning with professional dissemination.

I look forward to bringing my current and future FYP / SDP / URP / PG students to similar conferences, providing them opportunities not only to engage in project-based learning but also to present and publish their work. Such experiences shape them into well-rounded engineers who can both design systems and communicate ideas effectively to wider communities.

Publication 2025/1 – Computational Thinking Through Scaffolded Game Development Activities: A Study with Graphical Programming

The latest work on programming education and computational thinking (CT) has been published in a Scopus Q2 journal =).

Read Article

This marks a milestone for the UMPSA STEM Lab team, as the journey behind this publication began several years ago with one simple motivation, which is to explore open-source platforms and methods that make programming more accessible and less intimidating for beginners.

Between 2020 and 2023, we designed and refined an instructional module using mBlock, an open-source, graphical programming tool. Our outreach program focused on the introductory level, specifically to address a common problem we see in schools: many beginners struggle with syntax when starting with textual programming, which often leads to frustration and loss of interest.

To make programming more approachable, two game-based learning modules were crafted, namely Snake and Pac-Man. Each activity began with students exploring the final product. They then applied computational thinking to break the game into smaller tasks (decomposition), identify patterns (abstraction), and plan their approach through flowcharts.

On the programming side, students first created or customised sprites to become familiar with the software—either on PC or online—before moving into block-based coding. This introduced them to core programming concepts such as iteration, conditionals, sequencing, and variables. By developing sprite movements, interactions, and game logic, students could see the immediate results of their coding decisions, helping them visualise and understand how each step contributes to the program.

We embedded tiered scaffolding throughout the learning process:

  1. Workout instruction – detailed, fully guided tasks.

  2. Debugging – fixing provided code with guidance.

  3. Semi-completed tasks – filling in missing code.

  4. Independent tasks – creating new features from scratch.

 

This structured approach proved effective, giving students a clear sense of completion and boosting their confidence as they progressed.

I would like to personally thank all the teachers, schoolchildren, and UMPSA STEM Lab mentors who contributed, not just by participating in our outreach programs but by helping us improve the instructional sets. This is the essence of what UMPSA STEM Lab strives for: bringing engineering to schoolchildren and constantly improving how we teach it.

We look forward to delivering more innovative engineering education initiatives within STEM, not just doing outreach, but nurturing talent for the future.