Conference Agenda

The teaching of analog and nonlinear electronics in engineering programs often faces challenges related to the abstract nature of circuit behavior and the limited perceptual feedback provided by traditional laboratory practices. This paper explores the use of project-based learning through audio-centered applications as a pedagogical strategy to enhance conceptual understanding, practical skills, and student engagement. The study was conducted within an undergraduate Mechatronics Engineering course focused on electronic design and integrated two complementary projects: a ten-band multiband VU meter based on analog signal conditioning and visualization, and a set of guitar effects pedals emphasizing nonlinear amplification and frequency response shaping. The projects were implemented following a structured project-based learning framework that included stages of circuit analysis, simulation, prototyping, debugging, and system integration. Learning outcomes were evaluated through project deliverables, technical performance of the implemented circuits, instructor observation, and qualitative analysis of recurrent design errors and solutions. The results indicate that audio-based projects facilitate the assimilation of key concepts in analog and nonlinear electronics, including multistage amplification, clipping and distortion mechanisms, frequency response, biasing techniques, and practical implementation constraints. Immediate auditory and visual feedback allowed students to identify design issues more efficiently and strengthened the connection between theoretical principles and practical implementation. Additionally, higher levels of student autonomy and engagement were observed compared to highly guided traditional laboratory activities. These findings suggest that audio-based project-based learning constitutes an effective approach for teaching analog and nonlinear electronics in undergraduate engineering education.