IJIET 2025 Vol.15(10): 2289-2296
doi: 10.18178/ijiet.2025.15.10.2424
doi: 10.18178/ijiet.2025.15.10.2424
Integrating Flipped Classroom and Project-Based Learning in IoT Education: Enhancing Academic Achievement and Self-Regulated Innovation Skills
Nareenart Raksuntorn1,*, Kanyarat Bussaban2, and Kunyanuth Kularbphettong1,*
1. Computer Science Department, Faculty of Science and Technology, Suan Sunandha Rajabhat University, Bangkok, Thailand
2. Science and Innovation Department, Faculty of Science and Technology, Suan Sunandha Rajabhat University, Bangkok, Thailand
Email: nareenart.ra@ssru.ac.th (N.R.); kanyarat.bu@ssru.ac.th (K.B.); kunyanuth.ku@ssru.ac.th (K.K.)
*Corresponding author
2. Science and Innovation Department, Faculty of Science and Technology, Suan Sunandha Rajabhat University, Bangkok, Thailand
Email: nareenart.ra@ssru.ac.th (N.R.); kanyarat.bu@ssru.ac.th (K.B.); kunyanuth.ku@ssru.ac.th (K.K.)
*Corresponding author
Manuscript received May 7, 2025; revised May 23, 2025; accepted June 4, 2025; published October 24, 2025
Abstract—In an undergraduate Internet of Things (IoT) course, this study examines the efficacy of combining Flipped Classroom (FC) with Project-Based Learning (PBL) in order to improve academic performance and self-regulated innovation abilities. The educational model was executed throughout a whole semester with third-year computer science students at Suan Sunandha Rajabhat University. Students engaged with pre-class content via digital platforms and utilized their knowledge throughout in-class prototype sessions and collaborative IoT project creation. A mixed-methods study approach was employed, integrating both quantitative and qualitative tools, such as pre- and post-tests, rubric-based project assessments, self-evaluation surveys, satisfaction questionnaires, and reflective journals. The results indicate significant enhancements in students’ conceptual comprehension of IoT, practical competencies in system development, and vital soft skills including collaboration, communication, and innovative problem-solving. Qualitative data from reflections and observations indicated an enhancement in learners’ autonomy, motivation, and adaptability—qualities linked to self-regulated innovation. Students indicated substantial satisfaction with the teaching methodology, highlighting that the combination of flexibility, cooperation, and real-world applicability enhanced the significance of their learning experience. The study suggests that the Flipped Project-Based Learning (FPBL) model is a viable pedagogical approach for IoT education, fostering both technical proficiency and innovation-driven skill enhancement. Recommendations encompass the broadening of FPBL implementation within technical courses, the provision of organized scaffolding for beginner learners, and the cultivation of instructional settings that promote creativity and selfdirected learning.
Keywords—internet of things, active learning, self-regulated learning, project-based, flipped learning
Copyright © 2025 by the authors. 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 (CC BY 4.0).
Keywords—internet of things, active learning, self-regulated learning, project-based, flipped learning
Cite: Nareenart Raksuntorn, Kanyarat Bussaban, and Kunyanuth Kularbphettong, "Integrating Flipped Classroom and Project-Based Learning in IoT Education: Enhancing Academic Achievement and Self-Regulated Innovation Skills," International Journal of Information and Education Technology, vol. 15, no. 10, pp. 2289-2296, 2025.
Copyright © 2025 by the authors. 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 (CC BY 4.0).