Reform and Practice of LEEPEE Experiential Teaching in "Embedded Device Driver Software" under the Emerging Engineering Education Paradigm

Jianwen Liu

Education Insights, 2025, vol. 2, issue 10, 174-181

Abstract: To advance the educational quality of applied undergraduate institutions, which play a critical role in supporting regional socioeconomic development, and to cultivate highly skilled applied undergraduate talent under the emerging paradigm of engineering education-characterized by the integration of theory and practice, and the convergence of learning, application, and innovation-this study explores pedagogical reforms in embedded systems education. Specifically, it addresses the limitations inherent in traditional teaching models for embedded technology courses, which often overemphasize theoretical instruction while neglecting practical application and experiential learning. In response, this study implemented a reformed teaching approach for the course Embedded Device Driver Software, grounded in experiential learning theory. The approach follows a structured "Project Lead(L)-Demonstration and Explanation(E)-Imitation Exercise(E)-Classroom Practice(P)-Check and Feedback(E)-Expansion and Enhancement(E)" experiential teaching model. Each stage is designed to progressively deepen students' understanding: beginning with guided project initiation, followed by step-by-step demonstration and explanation, hands-on imitation exercises, structured classroom practice, systematic feedback checks, and culminating in opportunities for independent expansion and enhancement of skills. Implementation of this model in classroom practice demonstrates multiple benefits. Students not only achieve a stronger grasp of theoretical knowledge and its practical applications, but also exhibit significantly increased motivation, engagement, and problem-solving ability. Furthermore, the model fosters creativity and the capacity for independent innovation, aligning with the core objectives of applied undergraduate education under the emerging engineering paradigm. These findings offer practical insights for the reform of other practical and application-oriented courses, providing a scalable framework for enhancing student learning outcomes and bridging the gap between theory and practice in higher education.

Keywords: emerging engineering education; LEEPEE experiential teaching; embedded device driver software; reform and practice (search for similar items in EconPapers)
Date: 2025
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