Learning Engineering by Building a Solar-Powered Autonomous Vehicle

Abstract

This study evaluates the impact of an ambitious project-based learning (PBL) experience implemented in a first-year engineering course, where students designed and built a hybrid semi-autonomous vehicle integrating Internet of Things (IoT) technologies and solar energy. Seventy-four students with no prior experience in programming, electronics, or renewable energy participated in an eight-week challenge involving obstacle avoidance, wireless control, and sustainable power management. A mixed-methods approach was applied using Likert-scale surveys and open-ended responses to assess technical learning, transversal competencies, motivation, creativity, and perceptions of curricular continuity. Results show very high interdisciplinary integration (97.3% agreement) and strong technical learning (88.3%), particularly in clean energy concepts (94.6%). Programming emerged simultaneously as the main learning outcome and the primary difficulty, reflecting a pattern of productive struggle consistent with the zone of proximal development. Significant positive correlations were observed between motivation, creativity, and students’ desire for the project to remain in the curriculum, supporting predictions from Self-Determination Theory. Despite challenges related to workload and scaffolding, most students recommended the project and expressed interest in continued participation. These findings demonstrate that technology-rich PBL can effectively foster learning, motivation, and sustainability awareness in novice engineering students.