This paper discussed the design and development through Problem-Based Learning (PBL) framework for

Electrical Engineering student’s Final Year Project (FYP) titled Buzz Wire Arduino Arcade Game. The aim

was to apply the theoretical concept learned in class into actual practice by way of PBL. The project began

demonstrating that the developed game achieves the desired objectives. The study highlights how applying the

PBL cycle encourage problem-solving, critical thinking, and innovation in electronic engineering design.

In today’s fast-paced world, people rarely train their mental and physical coordination, and many recreational

activities do not enhance these abilities. This project addresses this gap by employing a problem-based

learning (PBL) approach, wherein learners engage in hands-on challenges designed to improve psychomotor

skills, specifically hand-eye coordination and motor control. Drawing inspiration from traditional buzz wire

games, this adaptation uses currently available technology such as Arduino microcontroller systems and real-

time data monitoring helps create an interactive learning environment.

The project exemplifies problem-based learning by challenging students to design, build, and refine a system

that combine fun and functionality. The Buzz Wire Arduino Arcade Game not only offers entertainment but

also serves as a tool for psychomotor therapy and precise movement training, making it applicable in

therapeutic, educational, and recreational. This interdisciplinary approach promotes critical thinking,

collaboration, and technical skills that is important for engineering education and real-world problem solving.

This literature review will combine current research generally on the use of Project-Based Learning (PBL)

approach in multiple studies that is focuses on higher education and engineering students.

Husin et al. (2025) researched on Project-Based Problem Learning (PBPL) in higher education engineering

Learning (PBL) module delivered via face-to-face and online. The study found that while teamwork

satisfaction and collaboration were high in both methods, online delivery had unique factors impacting the

learning experience. The study highlights the growing need for flexible, active, student-centered learning

strategies in engineering education. It will prepare students for working industry that requires problem-solving

and design competencies.

Figure 1 Block diagram of the system.

Rahim and Mahmud (2025) reviewed the integration of the Engineering Design Process (EDP) into STEM

classrooms and in doing so revealed that embedding EDP improves critical engineering competencies such as

creativity, design thinking, and real-world problem solving. Wei (2023) investigated Design-Based

and analytical skills tailored to engineering fields and increase their readiness for industry in renewable energy

sectors through collaborative and innovative problem solving.

Each paper focuses on active learning techniques that exposed engineering students in real-world problem

solving, design processes while including collaborative teamwork. The results reflect a positive outcome that

can helps contribute to a healthy engineering practice.

The project development can be separated into two sections, hardware and software. The initial development

usually starts from design and simulation testing. Figure 1 illustrate the overall visualization of the system

showing the flow of two inputs and four outputs with microcontroller ARDUINO UNO R3 act as the main data

processor. The block diagram was created based on the design of the overall system that requires heartbeat

the sensors detection triggers other components such as the LED, LCD and buzzer to operate accordingly. The

heartbeat sensor is continuously recording data and constantly giving the information in desired parameters

which is BPM, AVG BPM and TEMP. It should be noted that the sensors shown in Figure 2 are the IR sensors

implemented in the final hardware prototype.

This interactive game begins with a system initialization where all components are activated and ready. Then,

the player is prompted to place their finger on the heartbeat sensor. The challenge officially starts when the

player's metal ring triggers the first IR sensor, which simultaneously begins the timer and enable the real-time

monitoring of the player's heartbeat (BPM), average BPM and temperature.

The main gameplay requires the player to carefully guide the ring along the wire course without making

contact; a single touch before finishing the game course immediately triggers a failure sequence which is

Figure 2 Flowchart of the system

Figure 3 shows the components are all connected and function accordingly in the simulation software. When

the power is turned ON, the Arduino Uno R3 is initiated and all sensor is on standby, with LCD displaying

Figure 3 Simulation circuit turned ON

It should be noted that the shown simulation circuit in Figure 3 utilized PIR sensor; however, in the final

hardware implementation, it was replaced with IR sensor as discussed in the methodology section of this paper.

A pushbutton was used to reset the timer, but triggering the first starting PIR sensor again will also

automatically reset the timer. During this early development, the heartbeat data implementation was not

applied.

Figure 4 shows the final prototype of the system. Heartbeat monitoring system was an improvement made

when reaching the prototype phase, as to enhance its practical value and provide real-time physiological

feedback to players. By integrating the MAX30102 heartbeat sensor, the game not only offers a fun and

engaging experience but also serves as a tool for monitoring and improving the player’s physical and mental

well-being by making aware of the current state of the body. The system allows players to track their heart rate

(BPM), average BPM, and temperature during gameplay, making it particularly useful for rehabilitation or

motor skills therapy sessions. This feature helps players understand how their stress or concentration levels

affect their physiological state in which encouraging relaxation and focus. In addition, it introduced players to

the concept of biofeedback in a practical and interactive manner.

Figure 4 The final prototype of Buzz Wire Arduino Arcade Game

Optimum grip of the clipping force that holds the MAX30102 sensor allows a good data result of BPM,

(PBL) in action. The project was initialized by a complex problem: the need for an engaging system that could

at the same time improve psychomotor skills whilst providing entertainment and it also offers basic

physiological monitoring. To solve this problem, the process required the integration of electronic sensors and

microcontroller programming. The development starts from theoretical knowledge to practical application. The

MAX30102 sensor, for instance, was not just studied but implemented to provide real-time feedback.

Furthermore, the hands-on challenge of interfacing and coding components like the Arduino Uno R3, IR

sensors, and LCD display encourage critical problem-solving skills as issues like timing accuracy and system

reliability were debugged and solved.

Overall, this project demonstrates how a problem-based approach drives meaningful learning that has resulted

in a practical output. The need to develop a functional prototype from the ground up required research, design

1. Chen, J., Kolmos, A., & Du, X. (2025). Engineering students' perceptions of problem and project-based

learning (PBL) in online and face-to-face environments. Journal of Engineering Education, Advance