The purpose of the research paper was to understand how the embedded systems are being made use of in higher education, primary and secondary education curriculums. Four case studies are taken from two universities and two K12 school level environments. Each of the case studies was summarized and a table with a summary of each case, categorizing facts from all cases (2 University and 2 K12 Schools), comparison and contrasting each case was presented.
Learning outcomes as observed from the four case study analysis indicate that students learned how to tweak and program the raspberry Pi to create unique graphics, sound and more. Students also learned how to create an immersive environment project where they added imagery evidences, signposts and more in the case of K12 setting. In the case of Universities settings, students were more focused on interfacing and prototyping style exercises.
The learning outcomes in the case of school and University both indicate development potential for technology education and creative thinking. RMIT should make use of this potential. The work discussed and presented (based on case study) the challenges that exist for the student, the learning activities that the students do, the outcomes of the activities and how embedded systems be embedded in RMIT INTE2043 education. RMIT must focus on both adopting technology such as Arduino and the Raspberry kit into into overall subject strategies and must also change its curriculum to have dedicated courses in embedded technologyy.