Teaching engineering design through Lego^® Mindstorms™

Abstract

This paper examines a particular methodology of teaching engineering design to undergraduate engineering students, which relies on Lego^® Mindstorms™. A number of important issues are addressed, including the timing of the design module within the programme, prior knowledge required and assessment components. The module, which has been running for three years, was found to have many positive attributes, not only in relation to the core design activity, but also in generating good team-building and engaging students with the degree programme.

Acknowledgements

The authors would like to thank those who have contributed to this research work, especially Órla Morrissey for collation of the course evaluations, and also those undergraduate students whose valuable input influenced our course design.

Notes

Most of the variability in light conditions has been eliminated by using black-out curtains and completely artificial light, and shadows are largely eliminated by ensuring a clearance area around the competition area.