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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 6, June 2026, Article No: em2848
https://doi.org/10.29333/ejmste/18710
Publication date: 04 Jun 2026
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