WIP: Microcontrollers or Python: How Different Tools in a Common Engineering Curriculum Shape Learning and Perceptions

This work-in-progress research paper investigates how the choice between Python (software-focused) and microcontrollers (hardware-focused) impacts student perceptions in first-year engineering (FYE), where effective technology integration is crucial but comparative evidence is lacking. Guided by the question of how these tools influence student confidence and perceptions, this study employed a quasi-experimental design comparing FYE sections using Python ($N=200$) versus Texas Instruments microcontrollers $(\mathbf{N}=\mathbf{6 2})$. Instructors selected the tool, but learning objectives and core concepts (e.g., pseudocode, logic structures) were consistent. Data from post-course surveys ($\mathbf{N} \boldsymbol{=} \mathbf{2 8 9}$ valid responses) measuring programming confidence, technology perceptions, motivation, interest, and transformative experience were analyzed using t-tests. Results revealed a striking lack of significant differences between groups on most measures, including programming confidence and motivation. While the microcontroller group had higher microelectronics exposure (expected) and slightly higher transformative experience scores (small effect size), the overall outcomes were remarkably similar. Preliminary findings suggest that when core concepts are emphasized within a shared pedagogical framework, the choice of tool may have less influence on foundational student perceptions. Both tools appear effective in fostering confidence and positive attitudes toward technology, supporting flexibility in tool selection.