Information and communication technologies (ICT) are used in schools across all
industries, but usage varies between schools, programs and providers. Through
experiments in secondary schools, we verified the effectiveness of using the two most
common microcontrollers for science and technology lessons, Vernier and Arduino. In
the experiment, we used them to prove CO2 in the exhaled air. The participants, 99
students from three high schools, were divided into groups and the experiments were
performed in three versions; using Vernier, using Arduino and using lime or without the
use of ICT. After each group completed all the experiments, its members filled out a
questionnaire, which was used to collect data such as the popularity and liking of the
individual experiment, previous experience, available ICT devices in the lesson. We
defined the efficiency of using an individual method of implementation as the average
values of the category’s of price, ease of use, amount of work required, interestingness
and likeability. We found out, that in a direct comparison using the two interfaces, the
Arduino is more efficient than the Vernier. Compared to the experiment without ICT,
however, the experiment with lime was the most effective. The students mostly
answered that they think the connection between programming and biology makes
sense, but at the same time they answered that the use of interfaces did not make them
more engaged in the exercise than usual. To date, research findings comparing ICT use
with direct experiences are conflicting. The result differ because of different ways of
using ICT, the demographic composition of the students, the subject of research. Further
research will be needed to better understand the differences.
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