A making and gaming approach to learning about RF path loss and antenna design

Abstract

As part of an ongoing, longitudinal study on the use of “making” and “gaming” in the classroom, two sequential activities for learning about radio-frequency (RF) path loss and antenna design are presented. “Making” involves integration of makerspace concepts and tinkering in the curriculum, while “gaming” refers to gamified curricula; in this study we investigate the joint use of these two elements in the classroom. The RF path loss activity is modeled after ham radio “fox hunting”, where students must locate a transmitter hidden on campus; it makes use of low-cost software-defined radios, and prompts students to confront concepts including measuring signal power, frequency domain thinking, and antenna polarization. The follow-up activity challenges students to build an antenna designed to receive household gas meter readings; students must design their antennas specifically for operation in the 900 MHz band, and must give a presentation describing the theory of their antenna to their peers. A competition is held where students attempt to see which of their antennas can collect the most wireless gas meter readings over a five-minute interval. Assessment data from the broader study show that relative to a baseline offering, the treatment group developed an improvement in interest, perception, independence, and self-assessed abilities. This paper discusses the implementation of the activities, the students' approach to solving the proposed challenges, the assessment data, lessons learned from student focus groups, and instructor observations.