Enhancing Logic Design Education with a Low-Cost Arduino Take-Home Lab

Enhancing Logic Design Education with a Low-Cost Arduino Take-Home Lab | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Enhancing Logic Design Education with a Low-Cost Arduino Take-Home Lab Senol Gulgonul This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6663829/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This paper presents a low-cost, Arduino-based take-home laboratory kit for teaching combinational and sequential logic design, addressing critical challenges exposed by the COVID-19 pandemic in engineering education. The solution leverages Arduino Uno's dual functionality as both programmable signal generator and logic analyzer, enabling students to conduct complete logic design experiments at home. Unlike traditional labs requiring shared equipment, this portable setup eliminates hygiene concerns while maintaining hands-on learning with 74xx series ICs. Post-pandemic evaluations show the kit successfully replicates centralized lab outcomes in logic design lectures, while providing new flexibility for self-paced learning. The system's cost-effectiveness (< 10% of commercial kits) provides institutions with a scalable alternative to costly centralized lab infrastructure, eliminating the need for dedicated lab spaces, specialized equipment (e.g., logic analyzers, function generators), and technical staff to maintain facilities. By decentralizing experimentation through Arduino-based kits, departments can reallocate 80–90% of traditional lab budgets while maintaining learning outcomes, as demonstrated by post-pandemic adoption at technical universities facing resource constraints. By integrating Kolb's Experiential Learning Cycle through concrete experimentation and reflective analysis, this approach offers a sustainable model for future-proofing logic design education against physical space limitations. Electrical Engineering Take-home lab logic design education Arduino Uno low-cost experimentation experiential learning Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 1. Introduction Laboratory exercises are an essential part of engineering education. In laboratory experiments, students interact with real electronic components such as resistors, capacitors, and integrated circuits (IC). They also learn to use test equipment like oscilloscopes, multimeters, and logic analyzers. Beyond simulations and theoretical lectures, hands-on physical experience is the most effective learning method [ 1 ]. Engineering practice is a crucial programme outcome for Bachelor's Degree Programmes in EUR-ACE® Framework Standards and Guidelines [ 2 ]. The learning process should equip Bachelor's Degree graduates with the ability to demonstrate a comprehensive understanding of applicable techniques, methods of analysis, design, and investigation, as well as their limitations within their field of study. They should develop practical skills to solve complex problems, create sophisticated engineering designs, and conduct detailed investigations. Additionally, graduates must gain an understanding of relevant materials, equipment, tools, engineering technologies, and processes, along with their constraints. Despite their significant benefits, centralized laboratory experiments also have some drawbacks: Students work in groups 1 , which can result in some students leading the experiment while others merely follow. After the COVID-19 pandemic, students are reluctant to touch and use test equipment shared with others [ 3 ]. Most laboratory equipment is a "black box," preventing students from seeing inside the setup. Engineering students often prefer to understand every component of the setup rather than just using black box equipment. Laboratory equipment is expensive, making it impractical for home use. Laboratory hours are limited due to shared use with other lectures, restricting students' opportunities to perform experiments at their convenience. Simulation tools like LTSpice, Proteus, Matlab, Simulink, and Logic Simulators are considered alternatives to laboratory experiments, often referred to as virtual labs. While these tools complement theoretical lectures, they cannot replace laboratory experiments. Simulation is a mandatory part of the engineering design phase, particularly within the V-cycle design model used in product development [ 4 ]. However, prototyping, manufacturing, and testing are also crucial parts of the V-cycle, and these aspects are generally not taught in universities. The take-home lab aligns seamlessly with Kolb's Experiential Learning Cycle, providing students with a comprehensive learning experience that spans all four stages of the cycle [ 5 ]. In the concrete experience phase, students engage directly with hardware and software components, physically interacting with logic circuits and microcontroller-based systems in their own environment. This hands-on interaction allows them to observe the practical behavior of logic gates, sequential circuits, and signal generation in real time, creating a tangible foundation for learning. Following this, the reflective observation phase encourages students to review and analyze their experimental outcomes, such as the behavior of logic gates under varying input conditions or the timing diagrams of sequential circuits. This reflection helps them connect theoretical concepts from lectures with the practical results observed in the lab, fostering a deeper understanding of logic design principles. In the abstract conceptualization phase, students generalize their observations into broader theoretical frameworks. For instance, by experimenting with combinatorial and sequential circuits, they can better grasp abstract concepts like Boolean algebra, truth table, and clock signals. This step bridges the gap between practical experimentation and theoretical knowledge, reinforcing classroom learning. Finally, in the active experimentation phase, students apply their newly acquired knowledge by testing logic IC functionality. This phase encourages creativity, problem-solving, and iterative refinement, as students troubleshoot errors and optimize their designs. By completing this cycle, the take-home lab not only enhances students' understanding of logic design but also prepares them for more complex engineering challenges, demonstrating its alignment with established educational theories. There are many commercial logic laboratory kits for basic logic gates, counters, multiplexers, decoders, adders, and flip-flops [ 6 – 9 ]. A typical logic laboratory module for gate testing has some gate drawings in front cover, buttons and leds. These kits are expensive and are primarily targeted at universities rather than individual students. Such laboratory kits are generally assembled as black boxes, preventing students from seeing the logic ICs inside or modifying the test setup. They are similar to commercial black box electronic devices. Although some kits allow changes to inputs with buttons or jumper cables, students are not designing a logic circuit but rather following experiment instructions as users. Due to the drawbacks of commercial laboratory kits, a new trend for low-cost take-home labs is emerging. There are not many studies on take-home logic labs. A portable lab kit includes necessary components (logic ICs, resistors, LEDs, HEX displays, etc.) inside a box for take-home laboratories in introduction to logic design lectures, as presented in a study [ 10 ]. A take-home hardware kit composed of an Altera programmable logic device (PLD) for digital design lectures fulfills lab learning objectives and increases student motivation [ 11 ]. Students can remotely access and control an FPGA board to perform real experiments [ 12 ]. Individual portable lab kits using Analog Devices M1K, M2K, and Digilent OSMZ, AD2, force students to work independently, preventing idling in a group and achieving the ultimate goal of teaching [ 13 ]. Analog Devices ADALM1000 (M1K) and ADALM2000 (M2K) are USB-powered learning tools with function generator and signal acquisition capabilities [ 14 ]. However, they are still expensive for many countries. A box containing 25 different logic ICs, a breadboard, and jumper cables, together with a commercial IDL-800 Digital Logic trainer, is provided as a take-home lab for CSE ‘2441: An Introduction to Digital Logic’ lectures [ 15 ]. 2. Materials and Methods Arduino is a widely known microcontroller among electrical and electronics engineering students. For this reason, it has been selected for the take-home logic lab in EEE 213: Introduction to Logic Design lectures. The course uses "Digital Design" by Morris Mano and Michael D. Ciletti as its textbook [ 16 ]. In this study, students use the simplest and most cost-effective Arduino Uno R3. We utilize Arduino was used both as a signal generator to drive logic IC inputs and as a logic analyzer to read and plot logic IC outputs. In the design of the take-home logic lab, the Arduino UNO R3 is powered by a notebook USB port. The 74HC series logic ICs are used for experiments. Students are requested to test the 74HC04 inverter, 74HC08 AND gates, 74HC32 OR gates, 74HC86 XOR gates, 74HC138 decoder, 74HC151 multiplexer, and 74HC74 D-Flip Flop logic ICs using the Arduino UNO R3. The Arduino UNO R3 is used with a Proto Shield with a mini breadboard for a compact setup. Some students use a standalone breadboard. The 74HC series logic ICs have a supply voltage range of -0.5 to + 7V [ 17 ], making them suitable to be powered by the + 5V pin of the Arduino UNO R3 or the + 5V pins of the Proto Shield. The logic ICs are grounded to the Arduino UNO GND pin. The Arduino Uno R3 has digital pins with an absolute maximum rating of 40mA, as specified in the Atmega328P datasheet [ 18 ]. Since the input pins of 74HC series ICs and the pins of the Arduino defined as inputs have high impedance in the MegaOhms range, there is no risk of exceeding current ratings as long as output pins are connected to input pins. It is essential to connect + 5V to Vcc and Arduino GND to the logic IC GND. Incorrect connections, such as output to output, +5V to GND, or + 5V to output, may cause permanent damage to the microcontroller. You can detect incorrect connections by checking for any temperature rise on the IC using your finger. Under normal operation, the current drawn by the IC is very low, in the mA range, and there should be no noticeable temperature change. However, if there is an incorrect connection, you may feel a temperature rise by touching the IC surface shortly after plugging in the USB power. In case of any temperature rise, immediately remove the USB connection and check the connections. A proper connection of the Arduino Uno R3 to the 74HC08 is shown in Fig. 1 . A photo of the setup with a notebook connected to the take-home logic kit is shown in Fig. 2 . Some applications suggest using a limiting resistor between input and output ports, but this can cause a voltage drop at the input and may result in incorrect logic values depending on the VIH and VIL voltages of the logic IC or Arduino. Arduino Uno R3 is very popular among students and has enough features to learn microcontroller programming, having [ 19 ]: ATmega328P microcontroller 5V USB powered 6 PWM output 32KB Flash 2KB SRAM 16MHz clock The 74HC08 is a quad 2-input AND gate logic IC. Its supply voltage range is + 2V to + 6V, making the USB + 5V suitable for Vcc. The output and input voltages are equal to the supply voltage Vcc. For Vcc at + 6V and a room temperature of 25°C, the typical VIH (high-level input voltage) is 3.2V, and the typical VIL (low-level input voltage) is 2.8V. The SO14 package is suitable for use with a breadboard. The output current limiting value, in accordance with the Absolute Maximum Rating System (IEC 60134), is ± 25mA [ 17 ]. The Serial Plotter in the Arduino IDE is not sufficient for time axis measurements and scaling. Therefore, we used Better Serial Plotter to show the time axis, scalable y-axis, and multi-plot options. Better Serial Plotter can also export the data to .CSV format, which helps to create measurement graphics in Microsoft Excel [ 20 ]. 3. Results and Discussion The first experiment involved changing the values of the 1A and 1B input pins of the first AND gate in the 74HC08. The input pins were sequentially changed to 00, 01, 10, and 11. The output pin 1Y was read by the Arduino, and the states of the three pins were printed inside the loop. This process provides the truth table of the AND gate for the 74HC08. We can check the truth table on the Serial Monitor of the Arduino IDE, as shown in Fig. 3 . The second experiment aimed to observe the timing diagram or waveform. While the truth table provides a better view of the functionality of combinatorial logic circuits, the timing diagram offers a clearer view for sequential logic circuits. To generate the timing diagram of the 74HC08 AND gate, input 1A was changed every 1 second and input 1B was changed every 2 seconds. This setup generates all combinations of the two inputs, namely 00, 01, 10, and 11. We can see both the input and output values in the timing diagram together, as shown in Fig. 4 . Besides combinatorial logic, the take-home logic lab setup can be used for sequential circuits. In the third experiment, we connected the 74HC74 Dual D Flip-Flop with Set and Reset and Positive-Edge Trigger, as shown in Fig. 5 . A critical point in the 74HC74 logic IC is that both the SET and RESET pins are active low and must be connected to + 5V. If the SET and RESET pins are connected to + 5V, this means logic 0. If they are connected to GND, this becomes logic 1. Therefore, both must be connected to + 5V for the nominal operation of the D flip-flop, as given in the truth table in the datasheet. Active low input outputs are widely used in many logic ICs, making this a valuable experiment to learn about them. We generated a 1-second clock signal at pin 5 and a 4-second data signal at pin 6 of the Arduino using the millis() function, as shown in Fig. 6 . The Arduino code is quite simple, generating the clock and data signals and reading the Q output of the D flip-flop at pin 7 of the Arduino. The code prints the data, clock, and Q output values every 100ms. The timing diagram of the D flip-flop was measured using Better Serial Plotter, as shown in Fig. 7 . The change of the Q output at the clock's rising edge is clearly observable. While combinatorial circuits do not change with time and are easy to understand, sequential circuits can only be fully understood either through simulation or real experiments.. In Chap. 9 of ‘Introduction to Logic Design’ text book, laboratory experiments involving standard ICs are presented. These experiments can be effectively carried out using an Arduino Uno, which serves a dual role: it can function as a signal generator to deliver input stimuli to the logic ICs and as a logic analyzer to capture and interpret the outputs of the ICs. Moreover, in Experiment 15, the Arduino Uno can be utilized as a clock generator as shown in this study, eliminating the need for a 555 timer [ 15 ]. We dedicated one week of the syllabus in the ‘EEE 213: Introduction to Logic Design’ course to introduce basic Arduino programming. During this week, we cover essential topics, including setting digital outputs to HIGH/LOW, reading the state of digital inputs, using the `print` function for debugging, and utilizing the `millis()` function to generate periodic signals. This segment is designed to help students unfamiliar with microcontrollers build a basic understanding, while also providing a refresher for those with prior experience in microcontroller programming. The Arduino-based take-home logic lab kit required students to test 74HC series logic ICs, enabling them to complete their learning process by physically working with logic gates after theoretical instruction and simulations. While theoretical explanations and simulations are highly beneficial for learning, they clearly cannot replace hands-on experimentation. Students were given a specific timeframe to complete the experiments, and the following observations were made during this process: Open-Ended Experimentation: Open-ended experiments proved significantly more instructive than those with predefined procedures. Students were asked to test the truth tables of given ICs using Arduino, with no further guidance provided. Each student wrote their own Arduino code to generate input signals, allowing them to explore different approaches. This freedom encouraged creative problem-solving and deeper understanding. Theory, Simulation, and Practice: Concepts not emphasized in theoretical lessons—such as the importance of proper power and ground connections, or avoiding voltage supply to output pins—were reinforced through trial and error. Sequential circuits, particularly clock-dependent transitions, became much clearer through hands-on experimentation with the lab kit. Learning from Mistakes: Some students incorrectly connected pins, causing logic ICs to overheat. These mistakes became valuable learning experiences, highlighting the consequences of improper circuit design and reinforcing careful assembly practices. Ownership and Responsibility: Since students purchased their own lab kits, they demonstrated greater care and attention to detail, fostering a sense of ownership over their learning process. Time Flexibility: Students could schedule experiments according to their own study habits, allowing them to repeat tests until they fully grasped the concepts. Traditional lab settings, with their strict time constraints, often create unnecessary pressure and hinder learning. Some students prefer to work slowly and methodically, but limited lab time prevents this, forcing them to rush through experiments to complete reports. Individual vs. Group Work: The primary goal of engineering experiments is learning. In group settings—often necessitated by limited equipment—some students naturally take the lead while others remain passive observers, significantly reducing learning efficiency. Group work skills should be taught separately, not during technical experiments. The take-home lab kit proved far more effective for individual learning. Importantly, this approach does not eliminate peer-to-peer learning; students can still collaborate, discuss problems, and work together using their own kits, combining the benefits of independent study with collective problem-solving. Infrastructure Efficiency: Take-home lab kits eliminate the need for expensive experimental setups, lab technicians, dedicated lab spaces, and additional electrical costs. This not only enhances learning efficiency but also reduces institutional infrastructure expenses. The Arduino-based take-home logic lab successfully addresses three critical limitations of traditional lab setups: (1) it eliminates dependency on costly infrastructure and technical staff, (2) enables truly individualized, hands-on learning with commercial ICs, and (3) maintains full functionality in both remote and in-person learning scenarios. By transforming the Arduino into a dual-purpose tool for signal generation and logic analysis, this approach achieves equivalent learning outcomes to conventional labs at less than 10% of the cost, while giving students direct ownership of their experimentation process. The system's success in teaching both combinational and sequential logic principles demonstrates that effective engineering education can be delivered without expensive centralized facilities, offering institutions a practical model for sustainable, student-centered lab instruction. 4. Conclusion The Arduino-based take-home logic lab kit provides a transformative solution for logic design education, combining accessibility, affordability, and pedagogical effectiveness. By repurposing the Arduino Uno as both signal generator and logic analyzer, this approach enables students to explore real-world combinational and sequential circuits with unprecedented flexibility—free from the constraints of traditional lab schedules or expensive equipment. The kit’s hands-on nature demystifies practical logic design while reinforcing theoretical concepts, particularly for time-dependent circuits like flip-flops and counters. Crucially, this model addresses systemic barriers in engineering education: it reduces institutional costs by minimizing reliance on centralized labs and technical staff, eliminates the "black box" limitations of commercial kits, and prepares students for modern engineering challenges through early exposure to microcontroller integration. The student-owned kit approach encourages independent learning while maintaining rigorous experimentation standards, demonstrating that practical logic design education can be effectively delivered without expensive lab infrastructure. References Rickel JW (1989) Intelligent computer-aided instruction: A survey organized around system components. IEEE Trans Syst Man Cybernet 19:40–57 https:// (Accessed 04.02.2025) ROSS, Joel et al (2023) Reflections On Engineering Home Lab Kit Use In A Post Pandemic Environment Tim Weilkiens JG, Lamm SR, Walker M (2016) Model-Based System Architecture, First Edition. John Wiley & Sons, Inc. Kolb DA (1984) Experiential learning: Experience as the source of learning and development. 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Comput Appl Eng Educ 17(1):108–118 Yan Y et al (2021) BYOE: Individual Lab Kit Options for Analog and Digital Circuits Suitable for In-class or At-home Experiments. 2021 ASEE Virtual Annual Conference Content Access https:// (Accessed 17.01.2025) Carroll BD, Shawn N, Gieser, Levine D (2014) A hierarchical project-based introduction to digital logic design course. 2014 ASEE Annual Conference & Exposition Ciletti MD (2007) and M. Morris Mano. Digital design. Prentice-Hall, Hoboken https:// assets.nexperia.com/documents/data-sheet/74HC_HCT08.pdf (Accessed 17.01.2025) https:/ /ww1.microchip.com/downloads/en/DeviceDoc/Atmel-7810-Automotive-Microcontrollers-ATmega328P_Datasheet.pdf (Accessed 17.01.2025) https:// docs.arduino.cc/hardware/uno-rev3 / (Accessed 17.01.2025) https://github.com/nathandunk/BetterSerialPlotter (Accessed 17.01.2025) Footnotes Senol Gulgonul, [email protected] , Electrical and Electronics Department, Ostim Technical University, 06374 Ankara, Turkey Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Introduction","content":"\u003cp\u003eLaboratory exercises are an essential part of engineering education. In laboratory experiments, students interact with real electronic components such as resistors, capacitors, and integrated circuits (IC). They also learn to use test equipment like oscilloscopes, multimeters, and logic analyzers. Beyond simulations and theoretical lectures, hands-on physical experience is the most effective learning method [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eEngineering practice is a crucial programme outcome for Bachelor's Degree Programmes in EUR-ACE\u0026reg; Framework Standards and Guidelines [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. The learning process should equip Bachelor's Degree graduates with the ability to demonstrate a comprehensive understanding of applicable techniques, methods of analysis, design, and investigation, as well as their limitations within their field of study. They should develop practical skills to solve complex problems, create sophisticated engineering designs, and conduct detailed investigations. Additionally, graduates must gain an understanding of relevant materials, equipment, tools, engineering technologies, and processes, along with their constraints.\u003c/p\u003e \u003cp\u003eDespite their significant benefits, centralized laboratory experiments also have some drawbacks:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eStudents work in groups\u003csup\u003e1\u003c/sup\u003e, which can result in some students leading the experiment while others merely follow.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eAfter the COVID-19 pandemic, students are reluctant to touch and use test equipment shared with others [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eMost laboratory equipment is a \"black box,\" preventing students from seeing inside the setup. Engineering students often prefer to understand every component of the setup rather than just using black box equipment.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eLaboratory equipment is expensive, making it impractical for home use.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eLaboratory hours are limited due to shared use with other lectures, restricting students' opportunities to perform experiments at their convenience.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eSimulation tools like LTSpice, Proteus, Matlab, Simulink, and Logic Simulators are considered alternatives to laboratory experiments, often referred to as virtual labs. While these tools complement theoretical lectures, they cannot replace laboratory experiments. Simulation is a mandatory part of the engineering design phase, particularly within the V-cycle design model used in product development [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. However, prototyping, manufacturing, and testing are also crucial parts of the V-cycle, and these aspects are generally not taught in universities.\u003c/p\u003e \u003cp\u003eThe take-home lab aligns seamlessly with Kolb's Experiential Learning Cycle, providing students with a comprehensive learning experience that spans all four stages of the cycle [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. In the concrete experience phase, students engage directly with hardware and software components, physically interacting with logic circuits and microcontroller-based systems in their own environment. This hands-on interaction allows them to observe the practical behavior of logic gates, sequential circuits, and signal generation in real time, creating a tangible foundation for learning. Following this, the reflective observation phase encourages students to review and analyze their experimental outcomes, such as the behavior of logic gates under varying input conditions or the timing diagrams of sequential circuits. This reflection helps them connect theoretical concepts from lectures with the practical results observed in the lab, fostering a deeper understanding of logic design principles.\u003c/p\u003e \u003cp\u003eIn the abstract conceptualization phase, students generalize their observations into broader theoretical frameworks. For instance, by experimenting with combinatorial and sequential circuits, they can better grasp abstract concepts like Boolean algebra, truth table, and clock signals. This step bridges the gap between practical experimentation and theoretical knowledge, reinforcing classroom learning. Finally, in the active experimentation phase, students apply their newly acquired knowledge by testing logic IC functionality. This phase encourages creativity, problem-solving, and iterative refinement, as students troubleshoot errors and optimize their designs. By completing this cycle, the take-home lab not only enhances students' understanding of logic design but also prepares them for more complex engineering challenges, demonstrating its alignment with established educational theories.\u003c/p\u003e \u003cp\u003eThere are many commercial logic laboratory kits for basic logic gates, counters, multiplexers, decoders, adders, and flip-flops [\u003cspan additionalcitationids=\"CR7 CR8\" citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. A typical logic laboratory module for gate testing has some gate drawings in front cover, buttons and leds. These kits are expensive and are primarily targeted at universities rather than individual students. Such laboratory kits are generally assembled as black boxes, preventing students from seeing the logic ICs inside or modifying the test setup. They are similar to commercial black box electronic devices. Although some kits allow changes to inputs with buttons or jumper cables, students are not designing a logic circuit but rather following experiment instructions as users.\u003c/p\u003e \u003cp\u003eDue to the drawbacks of commercial laboratory kits, a new trend for low-cost take-home labs is emerging. There are not many studies on take-home logic labs. A portable lab kit includes necessary components (logic ICs, resistors, LEDs, HEX displays, etc.) inside a box for take-home laboratories in introduction to logic design lectures, as presented in a study [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. A take-home hardware kit composed of an Altera programmable logic device (PLD) for digital design lectures fulfills lab learning objectives and increases student motivation [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Students can remotely access and control an FPGA board to perform real experiments [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Individual portable lab kits using Analog Devices M1K, M2K, and Digilent OSMZ, AD2, force students to work independently, preventing idling in a group and achieving the ultimate goal of teaching [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Analog Devices ADALM1000 (M1K) and ADALM2000 (M2K) are USB-powered learning tools with function generator and signal acquisition capabilities [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. However, they are still expensive for many countries. A box containing 25 different logic ICs, a breadboard, and jumper cables, together with a commercial IDL-800 Digital Logic trainer, is provided as a take-home lab for CSE \u0026lsquo;2441: An Introduction to Digital Logic\u0026rsquo; lectures [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e"},{"header":"2. Materials and Methods","content":"\u003cp\u003eArduino is a widely known microcontroller among electrical and electronics engineering students. For this reason, it has been selected for the take-home logic lab in EEE 213: Introduction to Logic Design lectures. The course uses \"Digital Design\" by Morris Mano and Michael D. Ciletti as its textbook [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. In this study, students use the simplest and most cost-effective Arduino Uno R3. We utilize Arduino was used both as a signal generator to drive logic IC inputs and as a logic analyzer to read and plot logic IC outputs.\u003c/p\u003e \u003cp\u003eIn the design of the take-home logic lab, the Arduino UNO R3 is powered by a notebook USB port. The 74HC series logic ICs are used for experiments. Students are requested to test the 74HC04 inverter, 74HC08 AND gates, 74HC32 OR gates, 74HC86 XOR gates, 74HC138 decoder, 74HC151 multiplexer, and 74HC74 D-Flip Flop logic ICs using the Arduino UNO R3. The Arduino UNO R3 is used with a Proto Shield with a mini breadboard for a compact setup. Some students use a standalone breadboard. The 74HC series logic ICs have a supply voltage range of -0.5 to +\u0026thinsp;7V [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], making them suitable to be powered by the +\u0026thinsp;5V pin of the Arduino UNO R3 or the +\u0026thinsp;5V pins of the Proto Shield. The logic ICs are grounded to the Arduino UNO GND pin.\u003c/p\u003e \u003cp\u003eThe Arduino Uno R3 has digital pins with an absolute maximum rating of 40mA, as specified in the Atmega328P datasheet [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Since the input pins of 74HC series ICs and the pins of the Arduino defined as inputs have high impedance in the MegaOhms range, there is no risk of exceeding current ratings as long as output pins are connected to input pins. It is essential to connect\u0026thinsp;+\u0026thinsp;5V to Vcc and Arduino GND to the logic IC GND. Incorrect connections, such as output to output, +5V to GND, or +\u0026thinsp;5V to output, may cause permanent damage to the microcontroller.\u003c/p\u003e \u003cp\u003eYou can detect incorrect connections by checking for any temperature rise on the IC using your finger. Under normal operation, the current drawn by the IC is very low, in the mA range, and there should be no noticeable temperature change. However, if there is an incorrect connection, you may feel a temperature rise by touching the IC surface shortly after plugging in the USB power. In case of any temperature rise, immediately remove the USB connection and check the connections.\u003c/p\u003e \u003cp\u003eA proper connection of the Arduino Uno R3 to the 74HC08 is shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. A photo of the setup with a notebook connected to the take-home logic kit is shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Some applications suggest using a limiting resistor between input and output ports, but this can cause a voltage drop at the input and may result in incorrect logic values depending on the VIH and VIL voltages of the logic IC or Arduino.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eArduino Uno R3 is very popular among students and has enough features to learn microcontroller programming, having [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eATmega328P microcontroller\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e5V USB powered\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e6 PWM output\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e32KB Flash\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e2KB SRAM\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e16MHz clock\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eThe 74HC08 is a quad 2-input AND gate logic IC. Its supply voltage range is +\u0026thinsp;2V to +\u0026thinsp;6V, making the USB\u0026thinsp;+\u0026thinsp;5V suitable for Vcc. The output and input voltages are equal to the supply voltage Vcc. For Vcc at +\u0026thinsp;6V and a room temperature of 25\u0026deg;C, the typical VIH (high-level input voltage) is 3.2V, and the typical VIL (low-level input voltage) is 2.8V. The SO14 package is suitable for use with a breadboard. The output current limiting value, in accordance with the Absolute Maximum Rating System (IEC 60134), is \u0026plusmn;\u0026thinsp;25mA [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe Serial Plotter in the Arduino IDE is not sufficient for time axis measurements and scaling. Therefore, we used Better Serial Plotter to show the time axis, scalable y-axis, and multi-plot options. Better Serial Plotter can also export the data to .CSV format, which helps to create measurement graphics in Microsoft Excel [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e"},{"header":"3. Results and Discussion","content":"\u003cp\u003eThe first experiment involved changing the values of the 1A and 1B input pins of the first AND gate in the 74HC08. The input pins were sequentially changed to 00, 01, 10, and 11. The output pin 1Y was read by the Arduino, and the states of the three pins were printed inside the loop. This process provides the truth table of the AND gate for the 74HC08. We can check the truth table on the Serial Monitor of the Arduino IDE, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe second experiment aimed to observe the timing diagram or waveform. While the truth table provides a better view of the functionality of combinatorial logic circuits, the timing diagram offers a clearer view for sequential logic circuits. To generate the timing diagram of the 74HC08 AND gate, input 1A was changed every 1 second and input 1B was changed every 2 seconds. This setup generates all combinations of the two inputs, namely 00, 01, 10, and 11. We can see both the input and output values in the timing diagram together, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eBesides combinatorial logic, the take-home logic lab setup can be used for sequential circuits. In the third experiment, we connected the 74HC74 Dual D Flip-Flop with Set and Reset and Positive-Edge Trigger, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e. A critical point in the 74HC74 logic IC is that both the SET and RESET pins are active low and must be connected to +\u0026thinsp;5V. If the SET and RESET pins are connected to +\u0026thinsp;5V, this means logic 0. If they are connected to GND, this becomes logic 1. Therefore, both must be connected to +\u0026thinsp;5V for the nominal operation of the D flip-flop, as given in the truth table in the datasheet. Active low input outputs are widely used in many logic ICs, making this a valuable experiment to learn about them.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eWe generated a 1-second clock signal at pin 5 and a 4-second data signal at pin 6 of the Arduino using the millis() function, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e. The Arduino code is quite simple, generating the clock and data signals and reading the Q output of the D flip-flop at pin 7 of the Arduino. The code prints the data, clock, and Q output values every 100ms.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe timing diagram of the D flip-flop was measured using Better Serial Plotter, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e7\u003c/span\u003e. The change of the Q output at the clock's rising edge is clearly observable. While combinatorial circuits do not change with time and are easy to understand, sequential circuits can only be fully understood either through simulation or real experiments..\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn Chap.\u0026nbsp;9 of \u0026lsquo;Introduction to Logic Design\u0026rsquo; text book, laboratory experiments involving standard ICs are presented. These experiments can be effectively carried out using an Arduino Uno, which serves a dual role: it can function as a signal generator to deliver input stimuli to the logic ICs and as a logic analyzer to capture and interpret the outputs of the ICs. Moreover, in Experiment 15, the Arduino Uno can be utilized as a clock generator as shown in this study, eliminating the need for a 555 timer [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWe dedicated one week of the syllabus in the \u0026lsquo;EEE 213: Introduction to Logic Design\u0026rsquo; course to introduce basic Arduino programming. During this week, we cover essential topics, including setting digital outputs to HIGH/LOW, reading the state of digital inputs, using the `print` function for debugging, and utilizing the `millis()` function to generate periodic signals. This segment is designed to help students unfamiliar with microcontrollers build a basic understanding, while also providing a refresher for those with prior experience in microcontroller programming.\u003c/p\u003e \u003cp\u003eThe Arduino-based take-home logic lab kit required students to test 74HC series logic ICs, enabling them to complete their learning process by physically working with logic gates after theoretical instruction and simulations. While theoretical explanations and simulations are highly beneficial for learning, they clearly cannot replace hands-on experimentation. Students were given a specific timeframe to complete the experiments, and the following observations were made during this process:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eOpen-Ended Experimentation: Open-ended experiments proved significantly more instructive than those with predefined procedures. Students were asked to test the truth tables of given ICs using Arduino, with no further guidance provided. Each student wrote their own Arduino code to generate input signals, allowing them to explore different approaches. This freedom encouraged creative problem-solving and deeper understanding.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTheory, Simulation, and Practice: Concepts not emphasized in theoretical lessons\u0026mdash;such as the importance of proper power and ground connections, or avoiding voltage supply to output pins\u0026mdash;were reinforced through trial and error. Sequential circuits, particularly clock-dependent transitions, became much clearer through hands-on experimentation with the lab kit.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLearning from Mistakes: Some students incorrectly connected pins, causing logic ICs to overheat. These mistakes became valuable learning experiences, highlighting the consequences of improper circuit design and reinforcing careful assembly practices.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eOwnership and Responsibility: Since students purchased their own lab kits, they demonstrated greater care and attention to detail, fostering a sense of ownership over their learning process.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTime Flexibility: Students could schedule experiments according to their own study habits, allowing them to repeat tests until they fully grasped the concepts. Traditional lab settings, with their strict time constraints, often create unnecessary pressure and hinder learning. Some students prefer to work slowly and methodically, but limited lab time prevents this, forcing them to rush through experiments to complete reports.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIndividual vs. Group Work: The primary goal of engineering experiments is learning. In group settings\u0026mdash;often necessitated by limited equipment\u0026mdash;some students naturally take the lead while others remain passive observers, significantly reducing learning efficiency. Group work skills should be taught separately, not during technical experiments. The take-home lab kit proved far more effective for individual learning. Importantly, this approach does not eliminate peer-to-peer learning; students can still collaborate, discuss problems, and work together using their own kits, combining the benefits of independent study with collective problem-solving.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eInfrastructure Efficiency: Take-home lab kits eliminate the need for expensive experimental setups, lab technicians, dedicated lab spaces, and additional electrical costs. This not only enhances learning efficiency but also reduces institutional infrastructure expenses.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eThe Arduino-based take-home logic lab successfully addresses three critical limitations of traditional lab setups: (1) it eliminates dependency on costly infrastructure and technical staff, (2) enables truly individualized, hands-on learning with commercial ICs, and (3) maintains full functionality in both remote and in-person learning scenarios. By transforming the Arduino into a dual-purpose tool for signal generation and logic analysis, this approach achieves equivalent learning outcomes to conventional labs at less than 10% of the cost, while giving students direct ownership of their experimentation process. The system's success in teaching both combinational and sequential logic principles demonstrates that effective engineering education can be delivered without expensive centralized facilities, offering institutions a practical model for sustainable, student-centered lab instruction.\u003c/p\u003e"},{"header":"4. Conclusion","content":"\u003cp\u003eThe Arduino-based take-home logic lab kit provides a transformative solution for logic design education, combining accessibility, affordability, and pedagogical effectiveness. By repurposing the Arduino Uno as both signal generator and logic analyzer, this approach enables students to explore real-world combinational and sequential circuits with unprecedented flexibility\u0026mdash;free from the constraints of traditional lab schedules or expensive equipment. The kit\u0026rsquo;s hands-on nature demystifies practical logic design while reinforcing theoretical concepts, particularly for time-dependent circuits like flip-flops and counters.\u003c/p\u003e \u003cp\u003eCrucially, this model addresses systemic barriers in engineering education: it reduces institutional costs by minimizing reliance on centralized labs and technical staff, eliminates the \"black box\" limitations of commercial kits, and prepares students for modern engineering challenges through early exposure to microcontroller integration. The student-owned kit approach encourages independent learning while maintaining rigorous experimentation standards, demonstrating that practical logic design education can be effectively delivered without expensive lab infrastructure.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eRickel JW (1989) Intelligent computer-aided instruction: A survey organized around system components. 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Morris Mano. Digital design. Prentice-Hall, Hoboken\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ehttps://\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003eassets.nexperia.com/documents/data-sheet/74HC_HCT08.pdf\u003c/span\u003e\u003cspan address=\"http://assets.nexperia.com/documents/data-sheet/74HC_HCT08.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (Accessed 17.01.2025)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ehttps:/ \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e/ww1.microchip.com/downloads/en/DeviceDoc/Atmel-7810-Automotive-Microcontrollers-ATmega328P_Datasheet.pdf\u003c/span\u003e\u003cspan address=\"http:///ww1.microchip.com/downloads/en/DeviceDoc/Atmel-7810-Automotive-Microcontrollers-ATmega328P_Datasheet.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (Accessed 17.01.2025)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ehttps://\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003edocs.arduino.cc/hardware/uno-rev3\u003c/span\u003e\u003cspan address=\"http://docs.arduino.cc/hardware/uno-rev3\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e/ (Accessed 17.01.2025)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ehttps://github.com/nathandunk/BetterSerialPlotter (Accessed 17.01.2025)\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Footnotes","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003e Senol Gulgonul, [email protected], Electrical and Electronics Department, Ostim Technical University, 06374 Ankara, Turkey\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Take-home lab, logic design education, Arduino Uno, low-cost experimentation, experiential learning","lastPublishedDoi":"10.21203/rs.3.rs-6663829/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6663829/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis paper presents a low-cost, Arduino-based take-home laboratory kit for teaching combinational and sequential logic design, addressing critical challenges exposed by the COVID-19 pandemic in engineering education. The solution leverages Arduino Uno's dual functionality as both programmable signal generator and logic analyzer, enabling students to conduct complete logic design experiments at home. Unlike traditional labs requiring shared equipment, this portable setup eliminates hygiene concerns while maintaining hands-on learning with 74xx series ICs. Post-pandemic evaluations show the kit successfully replicates centralized lab outcomes in logic design lectures, while providing new flexibility for self-paced learning. The system's cost-effectiveness (\u0026lt;\u0026thinsp;10% of commercial kits) provides institutions with a scalable alternative to costly centralized lab infrastructure, eliminating the need for dedicated lab spaces, specialized equipment (e.g., logic analyzers, function generators), and technical staff to maintain facilities. By decentralizing experimentation through Arduino-based kits, departments can reallocate 80\u0026ndash;90% of traditional lab budgets while maintaining learning outcomes, as demonstrated by post-pandemic adoption at technical universities facing resource constraints. By integrating Kolb's Experiential Learning Cycle through concrete experimentation and reflective analysis, this approach offers a sustainable model for future-proofing logic design education against physical space limitations.\u003c/p\u003e","manuscriptTitle":"Enhancing Logic Design Education with a Low-Cost Arduino Take-Home Lab","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-15 03:42:27","doi":"10.21203/rs.3.rs-6663829/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5f4f2df4-8597-499a-a7db-816cbf6744d1","owner":[],"postedDate":"May 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":48522892,"name":"Electrical Engineering"}],"tags":[],"updatedAt":"2025-05-15T03:42:27+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-15 03:42:27","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6663829","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6663829","identity":"rs-6663829","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}