Senior Design Project 2025/26 Showcase

Very well done everyone!

From Sensors to Edge Intelligence at UMPSA STEM Lab

Senior Design Project 2 marks an important milestone for final-year students — a transition from theory to real-world engineering practice. In UMPSA STEM Lab, this cohort demonstrated not only technical competence, but also maturity in system integration, optimization, and data-driven decision making.

This year’s projects shared a common theme: intelligent sensing at the edge — combining microcontrollers – LilEx 3, FPGA – LilEx 4, wireless communication, and machine learning to solve practical monitoring problems in health and environment domains.

1. FPGA-Based Edge Computing for Environmental Monitoring

Jian Kun’s project focused on bandwidth and energy optimization in wireless sensor networks using FPGA-based edge processing. By integrating a Kalman filter directly on the FPGA, the system was able to smooth sensor signals before transmission, reducing redundant data updates.

Key Results & Discussion (Bandwidth Optimization)

  1. Compression Efficiency

    • Standard JSON packet: ~98 bytes per transmission

    • Delta packet: ~59 bytes per transmission

  2. Reduction Rate

    • Achieved approximately 39.8% reduction in data payload size during stable environmental conditions

  3. Energy Implications

    • Reduced transmission time on the HC-12 module

    • Directly contributes to extended battery life for the wireless sensor node

This project highlights how edge intelligence and signal processing can significantly improve the efficiency of IoT systems, especially in resource-constrained deployments.

2. Real-Time Health Monitoring System with LoRa

Nur Alysa’s project explored machine learning for activity-based heart rate classification, implemented on an embedded platform. She systematically compared CNN, k-NN, and Random Forest models before selecting Random Forest as the best-performing and most suitable for embedded deployment.

Highlights

  1. Classified heart rate patterns across:

    • Running

    • Jogging

    • Brisk walking

  2. Successfully deployed the trained Random Forest model onto the STEM Cube (Raspberry Pi Pico)

  3. Integrated sensing, inference, and wireless transmission using LoRa

This work demonstrates a complete end-to-end edge ML pipeline, from data collection and model evaluation to real-time inference on a microcontroller.

3. Wireless Sensor Network for Environmental Monitoring Using LoRa

Sasrizwan’s project focused on air quality monitoring using LoRa-based wireless sensor networks, with an added layer of intelligence through machine learning classification.

Key Contributions

  1. Designed a LoRa-based WSN for environmental data collection

  2. Applied ML techniques to classify three different air quality levels

  3. Demonstrated how low-power communication and intelligent data processing can coexist in practical deployments

This project emphasized scalable environmental sensing, suitable for smart city and community monitoring applications.

4. FPGA-Based Health Monitoring System with LoRa

Misharienna’s project explored the use of FPGA as the main processing unit for health monitoring applications. Unlike microcontroller-centric designs, this work focused on hardware-level data acquisition and processing.

Key Highlights

  1. FPGA used to collect and process physiological sensor data

  2. Integrated LoRa for wireless transmission

  3. Demonstrated parallel processing advantages of FPGA for real-time health monitoring

This project showcases how reconfigurable computing can play a role in future high-performance wearable or medical monitoring systems.

5. Air Quality Monitoring and Prediction System for Urban Areas

Nur Munirah’s project utilized the Raspberry Pi Pico to develop an air quality monitoring and prediction system tailored for urban environments.

Key Contributions

  1. Used sensor data to monitor air quality parameters

  2. Applied predictive techniques to estimate air quality trends

  3. Demonstrated how low-cost microcontrollers can support data-driven environmental insights

 

Beyond Individual Projects: Shared Learning Outcomes

Across all projects, several common strengths emerged:

  1. Students successfully controlled multiple sensors via microcontrollers and FPGA

  2. Built real-time dashboards for visualization and monitoring

  3. Applied machine learning models on constrained hardware

  4. Implemented Kalman filtering and signal smoothing for improved data quality

  5. Understood trade-offs between accuracy, bandwidth, power, and computation

More importantly, students learned that engineering is not just about making systems work — it is about making them efficient, reliable, and scalable.

The Senior Design Project 2 experience under UMPSA STEM Lab demonstrates the commitment to hands-on, future-ready engineering education. By engaging with edge AI, FPGA, IoT, and wireless systems, students are not only preparing for industry — they are contributing ideas that align with current research and real-world challenges.

We are proud of this cohort and look forward to seeing these projects evolve into research publications, prototypes, and impactful deployments.

Congratulations to Nur Alysa Nabilla Binti Muhamad Arif for emerging as the winner of the Senior Design Project 2 (SDP2) Competition, a well-deserved recognition of her strong technical execution and successful deployment of machine learning on an embedded platform.

Congratulations to Ooi Jian Kun and Sasrizwan bin Saman, who went beyond the targeted proof of concept, demonstrating deeper system optimization, edge intelligence, and engineering maturity in their respective projects.

Congratulations to Nur Munirah Binti Mohd Yusof and Misharienna Andrea Kuek for their successful implementation of complete monitoring systems, showcasing solid integration of sensing, processing, and wireless communication technologies.

Overall, this cohort has set a high benchmark for future SDP projects under UMPSA STEM Lab, and we look forward to seeing these works grow into impactful research and real-world applications.

Well done to all guys =) !

Publication 2026/1 – Evaluating the impact of game development-based learning on programming skill acquisition and student engagement

It is a pleasure to share that our recent research paper (2026/1) titled:

“Evaluating the Impact of Game Development-Based Learning on Programming Skill Acquisition and Student Engagement”

has been published in the International Journal of Evaluation and Research in Education (IJERE), Vol. 15, No. 1, February 2026 (ISSN: 2252-8822) (DOI: 10.11591/ijere.v15i1.35542)

This publication sets an important milestone in our ongoing work at UMPSA STEM Lab to design engaging, evidence-based approaches for introductory programming education.

 Why Game Development for Learning Programming?

Programming is often perceived as abstract and intimidating, especially for beginners. This study explores how game development-based learning, implemented through a Slider Game Module, can transform the learning experience into something interactive, scaffolded, and motivating.

Rather than starting with syntax-heavy exercises, learners build a playable game step by step, allowing programming concepts to emerge naturally through problem-solving and experimentation.

The Slider Game Module: Learning by Building

The Slider Game is a simple 2D Python game where learners control a player object to collide with falling enemies within a time limit. While the gameplay is simple, the learning design is intentional and pedagogically grounded.

Each stage of the game introduces specific programming concepts, as summarized below.

Slider Game Learning Objectives and Programming Concepts

Through this structured progression, learners gradually develop confidence while internalizing key programming principles.

What Did the Study Find?

The study involved 310 participants from diverse backgrounds, including secondary and pre-university learners. Using a mixed-methods approach, we analyzed learning gains, perceptions, and experiences.

Key Findings

  1. Consistent improvements in programming skills across all age groups

    • Highest gains observed among learners aged 12–15 and 23+

  2. Gender-inclusive outcomes

    • Male participants showed slightly higher learning gains

    • Female participants achieved higher overall test scores

  3. Strong learner perceptions

    • Increased understanding, interest, and confidence in Python programming

    • High internal reliability of survey responses (Cronbach’s alpha = 0.924)

  4. Strong correlations

    • Programming understanding, technical skills, and learner confidence were closely linked

These results showa that the Slider Game Module is both effective and inclusive.

Research Objectives Achieved

The study successfully addressed two main objectives:

  1. To evaluate the impact of game development learning on programming skill acquisition

  2. To examine learner perceptions, engagement, and learning experiences

By combining pre- and post-tests, surveys, demographic analysis, and interviews, the findings strongly support game development learning as a constructivist and scaffolded strategy for introductory programming education.

Moving forward, we are exploring the integration of AI-driven scaffolding mechanisms within the Slider Game Module to further personalize and enhance learning support. By leveraging adaptive feedback, intelligent hints, and learner-aware progression, AI scaffolding has the potential to respond dynamically to individual learners’ needs as they engage with programming tasks. In parallel, we aim to investigate digital embodiment in programming education, examining how learners’ interactions with on-screen agents, game objects, and responsive environments can strengthen conceptual understanding and cognitive engagement. Together, these directions position game development learning not only as an instructional strategy, but as a foundation for intelligent, embodied, and learner-centered programming education in future STEM classrooms.

Discussion UMPSA STEM Lab – PPD Pekan

Presented the 2026 program line-up to PPD Pekan, a valued collaborator and supporter since 2016.
We are excited about the upcoming TalentCorp 2026 initiatives scheduled for June and July, which will include workshops for students and teachers focusing on Computational Thinking through block programming and AI, as well as Digital Making with Arduino, Python, Raspberry Pi, and drones. The program will also feature Edge AI applications such as data analytics and AI image processing, alongside the digital literacy and inclusive STEM outreach through PKI. Teacher professional development will be a key component, complemented by training sessions, symposiums, and pedagogical research. Additionally, we aim to strengthen networking through PAJSK at the national level.
Looking forward to engaging in more programs and creating impactful STEM experiences for all.

DRE2213 – Week 13 Project Demonstration – SULAM

Bringing Python, IoT, and Physical Computing Together =)..

Today’s class marked an important milestone for DRE2213 – Programming and Data Structure, as students presented their final projects developed using Raspberry Pi and Python, with a strong focus on environmental sensing using the BME280 sensor. The SULAM session showcased not only technical competence, but also how far the students have progressed in applying programming concepts to real-world systems – in Perpustakaan UMPSA Pekan Monitoring System.

I am truly impressed by the level of achievement demonstrated by the students. Each group successfully implemented a complete IoT-based system, covering three essential components of modern embedded and data-driven applications.

1. Closed-Loop Sensor Integration

Students demonstrated their ability to build closed-loop systems by interfacing the BME280 temperature, humidity, and pressure sensor with the Raspberry Pi. Based on predefined threshold values, the system was able to trigger actuators such as LEDs and buzzers, reinforcing key concepts in sensor reading, decision-making logic, and control flow in Python.

2. Data Logging and Management

Another highlight was the diversity in data management approaches. Some groups opted for cloud-based databases such as Firebase, while others used Google Sheets or local storage solutions. This exposed students to different data structures, data persistence methods, and practical considerations in handling sensor data over time.

3. Dashboard Development and Visualization

Students also demonstrated creativity and flexibility in building dashboards to visualize sensor data. A wide range of tools were used, including:

  • HTML-based dashboards

  • Adafruit IO

  • Flask web applications

  • Streamlit dashboards

This variety reflects students’ growing confidence in selecting appropriate tools and frameworks to communicate data effectively.

From Games to Physical Systems – A Meaningful Learning Journey

At the beginning of this course, students were introduced to Python programming through a slider game developed using Pygame. This approach allowed them to grasp fundamental programming concepts—such as variables, loops, conditionals, and functions—within a digital and interactive environment.

As the course progressed, students transitioned from digital game development to physical computing projects, applying the same programming principles to real hardware and sensors. This combination of digital embodiment (game development) and physical embodiment (IoT systems) provided a strong foundation for understanding how software interacts with the real world.

Learning programming in an interactive and hands-on manner enables students to truly understand what their code is doing. Instead of writing abstract programs, they can see, hear, and measure the outcomes of their code—whether it is a game reacting to user input or a sensor triggering a buzzer based on environmental conditions.

Closing Reflections

Today’s presentations clearly demonstrated that interactive, project-based learning is an effective way to teach programming and data structures. By engaging with both digital and physical systems, students developed not only technical skills but also problem-solving confidence and design thinking.

Well done to all DRE2213 students on your excellent work. Your projects reflect strong effort, creativity, and meaningful learning. Keep building, keep experimenting, and keep pushing the boundaries of what you can create with Python and Raspberry Pi.