Abstract:

This research addresses the challenge of knowledge fragmentation in engineering education by proposing a methodological transition from sequential component learning to a systemic, multi-platform integrated approach. Implemented within the "Micro-Robotic Applications" (AMR) course at the University of Cádiz, the intervention centers on a custom-designed mobile robotic platform based on the ATtiny816 microcontroller, functionally integrated with an industrial-scale manipulator arm to execute automated logistics tasks. By employing a hybrid pedagogical framework that combines Project-Based Learning (PBL) with student co-design (Students as Partners), the study evaluates the impact on academic performance and technical perception. Statistical analysis of final grades (N=25) and longitudinal surveys (N=20) reveals a global success rate of 96.0% and a significant reduction in perceived difficulty, with mean scores decreasing from 3.50 to 2.25. Qualitative results highlight substantial improvements in both intrinsic and extrinsic motivation. These findings confirm that the integration of custom-made, heterogeneous robotic hardware serves as a potent catalyst for mastering the multidisciplinary competencies required by Industry 4.0, effectively bridging the gap between theoretical electronics and complex system implementation.

Keywords:

Educational Robotics, Project-Based Learning (PBL), Multidisciplinary Engineering, Systems Integration, Educational Programming, Academic Performance.