Implementation of Digital Counter for Smart

Classroom

OBE, Paulinus Ajijia FPN/S04/2020/2021/HEET/263

OKON, Paul Edet FPN/S04/2020/2021/HEET/897
BALA, Umaru FPN/S04/2020/2021/HEET/898
JOSEPH, Ebuka FPN/S04/2020/2021/HEET/900

DEPARTMENT OF ELECTRICAL/ELECTRONIC
ENGINEERING TECHNOLOGY
SCHOOL OF ENGINEERING TECHNOLOGY
FEDERAL POLYTECHNIC NASARAWA
P.M.B 001 NASARAWA, NASARAWA STATE

APRIL, 2024

II
Implementation of Digital Counter for Smart
Classroom

A TECHNICAL REPORT SUBMITTED TO

ELECTRICAL/ELECTRONIC ENGINEERING TECHNOLOGY
DEPARTMENT,
SCHOOL OF ENGINEERING TECHNOLOGY
FOR THE AWARD OF
HIGHER NATIONAL DIPLOMA (HND)
IN
ELECTRICAL/ELECTRONIC ENGINEERING TECHNOLOGY

By

OBE, Paulinus Ajijia FPN/S04/2020/2021/HEET/263

OKON, Paul Edet FPN/S04/2020/2021/HEET/897
BALA, Umaru FPN/S04/2020/2021/HEET/898
JOSEPH, Ebuka FPN/S04/2020/2021/HEET/900

APRIL, 2024

III
 Declaration

We hereby declared this project is all our own work and has not been copied in part or

in whole from any other sources. All previous project work, publications, books,

journals, magazines, internet sources have been adequately referenced within the main

report.

Name: Signature: Date:

OBE, Paulinus Ajijia HEET/263

OKON, Paul Edet HEET/897
BALA, Umaru HEET/898
JOSEPH, Ebuka HEET/900

Project Supervisor: Signature: Date:

Engr. Botson Ishaya C.

Head of Department

Name: Engr. B. A. Kwembe

Signature:

Date:

External Examiner: Signature: Date:

Engr. Abu Umar Attai

IV
 Letter of Transmittal

School of Engineering Technology

Department of Electrical/Electronic

Engineering Technology

Federal Polytechnic Nasarawa

P.M.B 001

Nasarawa state.

The Head of Department

Electrical/Electronic Technology

Federal Polytechnic Nasarawa

Nasarawa.

Dear Sir,

HIGHER NATIONAL DIPLOMA PROJECT SUBMISSION

In compliance with the policy of the institution, which stipulates that every student at

the end of his//her programme in the school is expected to carry out a supervised

project on design and construction/implementation, we hereby submit our project

titled “Implementation of Digital Counter for Smart Classroom” in partial fulfilment

for the award of Higher National Diploma in Electrical/Electronic Engineering in the

Federal Polytechnic Nasarawa.

Yours faithfully

JOSEPH, Ebuka HEET/900

(For the group)

V
 Acknowledgements

Our profound gratitude goes to God Almighty for his Divine protection, wisdom,

mercy, love throughout our studies and finally for a life time opportunity.

Our infinite appreciation goes to our lovely family for their love, kindness support and

prays throughout my program.

Our sincere acknowledgment goes to our project supervisor Engr. Botson Ishaya C.

for his numerous engagement, he devoted his time to go through and advise us in

every area of the work and life. May God continue to shower him with abundant

blessing Amen.

Our special thanks goes to our Head of Department (HOD) Engr. B. A Kwembe and

all the Department Lecturers, may God bless you all for your contribution and

encouragement.

Finally, we want to appreciation all our friends and all those who supported us in one

way or the other may Almighty God bless and reward you all.

VI
 Table of Contents

Item Page

Title Page………………………………………………………………………….. i
Declaration ……………………………………………………………………….. ii
Letter of Transmittal………………………………………………………………. iii
Acknowledgement ……………………………………………………………….. iv
Table of Content ………………………………………………………………….. v
List of Figures ……………………………………………………………………. vi
List of Tables ……………………………………………………………………... vii
Definition of Terms ………………………………………………………………. viii
Abstract …………………………………………………………………………… ix

Chapter 1 - Introduction..............................................................................................1
1.1 Background of the Study.................................................................................1
1.2 Problem Statement...........................................................................................1
1.3 Aim and Objectives of Project.........................................................................2
1.3.1 Aim...........................................................................................................2

1.3.2 Objectives.................................................................................................2

1.4 Justification of the Study.................................................................................2

1.5 Significant of the Study...................................................................................2
1.6 Scope and Limitation of project......................................................................3
1.7 Structure of the Project....................................................................................3
Chapter 2 - Literature Review....................................................................................4
2.1 Introduction.....................................................................................................4
2.1 System’s theory of Operation..........................................................................4
2.2 Historical Background of the Project..............................................................7
2.3 Modern trend and Remarks.............................................................................9
Chapter 3 - Methodology and Implementation.......................................................12
3.1 Introduction...................................................................................................12
3.2 Data Collection and Material.........................................................................12
3.3 Implementation Analysis...............................................................................12
3.3.1 Description of the System’s Block Diagram..........................................12

VII
 3.3.2 Description of System Circuit Diagram.................................................14

3.3.3 Designing SMART CLASSROOM:......................................................18

3.4 System Coding (Optional).............................................................................20

3.5 System Operational Guide.............................................................................23
3.6 Bill of Engineering Measurement and Evaluation........................................27
Chapter 4 - Test and Result Analysis.......................................................................28
4.1 Introduction...................................................................................................28
4.2 Tests...............................................................................................................28
4.2.1 System’s subunits test and measurement...............................................28

4.3 Results...........................................................................................................30
4.3.1 Analysis of Result..................................................................................30

Chapter 5 - Conclusion and Recommendations......................................................31

5.1 Introduction...................................................................................................31
5.2 Summary and Conclusion..............................................................................31
5.2.1 Summary................................................................................................31

5.2.2 Conclusion..............................................................................................32

5.3 Recommendations.........................................................................................32

VIII
 List of Figures
Figure Page

Figure 3.1 Block diagram of smart classroom.............................................................12

Figure 3.2 Complete Circuit Diagram..........................................................................14
Figure 3.3 Arduino Mega 2560....................................................................................15
Figure 3.4 Pin configuration of Arduino Mega............................................................15
Figure 3.5 GSM Module..............................................................................................16
Figure 3.6 a, Motor driver............................................................................................16
Figure 3.6 b, Pin configuration of motor driver...........................................................17
Figure 3.7 LCD display................................................................................................17
Figure 3.8 RFID card sensor........................................................................................18
Figure 3.9 Compartment 1...........................................................................................19
Figure 3.10 Compartment 2.........................................................................................20
Figure 3.11 Compartment 3.........................................................................................20
Figure 3.12 Arduino window.......................................................................................22
Figure 3.13 Typical Smart Classroom Lectern and Equipment Layout.......................23

IX
 List of Tables
Table Page

Table 3.1 Names and function of the labelled parts ....................................................13

Table 3.2 Bill of Engineering Measurement and Evaluation ......................................27
Table 4.1 Range from RFID to the Card......................................................................30

X
 Definitions of Terms:

GSM -- Global System for Mobile Communication

CMOS-- Complementary Metal Oxide

DC -- Direct Current
DOF --- Degree Of Freedom
DSP-- Digital Signal Processor

Quantity Unit Symbol

Voltage Volt V
Current Ampere A
0
Temperature Degree Celsius C

XI
 Abstract

The development of a digital counter system tailored for smart classrooms

represents a significant advancement in educational technology. This research
endeavour aimed to design, implement, and evaluate a comprehensive solution for
efficient classroom management, attendance tracking, time management, and
interactive learning activities. Through a systematic approach encompassing
requirements analysis, software development, usability testing, and result analysis,
the digital counter system has been rigorously examined for functionality,
accuracy, and usability in real-world educational settings. The research findings
demonstrate that the digital counter system offers a reliable and effective tool for
educators to streamline administrative tasks, monitor student participation, and
create interactive learning experiences. Real-time data testing and result analysis
confirmed the system's high accuracy in attendance tracking, efficiency in time
management, effectiveness in interactive quizzes, and seamless integration with
learning management systems (LMS). Usability testing sessions with educators and
students provided valuable feedback on the system's intuitive design, ease of use,
and positive user experience, validating its potential to enhance classroom
management and engage learners. Moving forward, recommendations for
continuous improvement, customization, training, research, and pilot
implementations are proposed to further optimize the digital counter system's
impact and utility in modern educational environments. By embracing these
recommendations and leveraging emerging technologies, the digital counter system
remains poised to support educators in creating engaging, interactive, and
innovative learning environments that empower students to succeed.

XII
Smart Classroom Introduction

Chapter 1 - Introduction

1.1 Background of the Study

The integration of digital technologies into educational environments has

revolutionized teaching and learning methodologies, leading to the emergence of

smart classrooms. These modern learning spaces leverage digital tools and interactive

technologies to enhance engagement, collaboration, and knowledge retention among

students [1]. One essential component of a smart classroom is a digital counter

system, which serves as a versatile tool for various classroom activities, including

attendance tracking, time management, and interactive quizzes [2].

1.2 Problem Statement

Digital technologies are implemented in education and teaching, various reports have

stated that the use of digital technologies for education have been limited and highly

scattered (Thullberg & Millstam, 2010; Skolinspektionen, 2012; Skolverket, 2013b;

Skolverket, 2016a). In fact, these reports state that the technologies are more often

used for administrative tasks than as supporting tools for pedagogical work (Thullberg

& Millstam, 2010; Skolinspektionen, 2012; Skolverket, 2013b; Skolverket, 2016a).

Evidencing a contrasting viewpoint, according to the latest report from the Swedish

National Agency of Education, the use of digital technology has increased during the

last few years (Skolverket, 2016a).

Despite the challenges of utilizing digital technologies in education and teaching, the

importance of the adoption and use of digital technologies in school education should

not be underestimated. This importance has been acknowledged and addressed, not

only by scholars and researchers, but, also, on regional, national (Sweden), and

European (European Union) authority levels (Salavati, 2013).

April 2024 Obe 263, Okon 897, Bala 898, Joseph 900 1
Smart Classroom Introduction

1.3 Aim and Objectives of Project

1.3.1 Aim
The aim of thesis is to implement digital counter for smart classroom.

1.3.2 Objectives
The primary objective of this research is to design and develop a digital counter

system tailored for smart classrooms. Specific goals include:

- Designing a user-friendly interface that allows educators to easily manage

classroom activities and track student participation.

- Implementing robust functionality for recording attendance, timing classroom

activities, and conducting interactive quizzes or polls.

- Integrating the digital counter system with existing smart classroom

technologies, such as interactive whiteboards, projectors, and learning

management systems.

- Conducting usability testing and gathering feedback from educators and

students to refine the design and functionality of the digital counter system.

1.4 Justification of the Study

The justification of the study on the development of a digital counter for smart

classrooms underscores its significance in addressing pressing educational challenges,

promoting student engagement and accessibility, filling research gaps, facilitating

scalability and replicability, offering practical implications for stakeholders, and

contributing to knowledge generation in the field of educational technology [3].

1.5 Significant of the Study

The development of a digital counter for smart classrooms is motivated by the

increasing demand for innovative teaching tools that facilitate active learning

experiences. Traditional methods of classroom management and assessment are often

April 2024 Obe 263, Okon 897, Bala 898, Joseph 900 2
Smart Classroom Introduction
time-consuming, manual, and prone to errors. By introducing a digital counter system,

educators can streamline administrative tasks, monitor student participation, and

create interactive learning environments that foster student engagement and academic

success [4].

1.6 Scope and Limitation of project

This research focuses on the development of a digital counter system specifically for

smart classrooms in educational institutions. The system will be designed to run on

standard classroom hardware, such as computers, tablets, or interactive whiteboards,

and will be compatible with common operating systems and platforms [5]. The

research will not address hardware manufacturing or production aspects but will focus

on software development, usability testing, and user feedback analysis.

1.7 Structure of the Project

This report is organized into several chapters, each focusing on different aspects of

the research work. The chapters are;

- Chapter 2 provides a comprehensive review of existing literature related to

digital counter systems, smart classrooms, and educational technologies.

- Chapter 3 outlines the methodology employed in the design and development

of the digital counter system, including requirements analysis, software

design, implementation, and testing.

- Chapter 4 presents the results of usability testing and user feedback analysis,

highlighting strengths, weaknesses, and areas for improvement. Finally,

- Chapter 5 concludes the report with a summary of key findings, implications

for practice, and suggestions for future research directions.

April 2024 Obe 263, Okon 897, Bala 898, Joseph 900 3
Smart Classroom Literature

Chapter 2 - Literature Review

2.1 Introduction
The literature review in this chapter provides a comprehensive overview of existing

research and developments related to digital counter systems and smart classrooms. It

explores the evolution of educational technologies, the role of digital counters in

classroom management, and the impact of smart classroom environments on teaching

and learning [6].

2.1 System’s theory of Operation

A comprehensive review of past related work relevant to the development of digital

counters for smart classrooms. It examines previous research, studies, and

technological advancements in the field, focusing on the evolution of digital counter

systems, their functionality, and their impact on classroom management and learning

outcomes [7].

2.1.1 Evolution of Digital Counter Systems

Digital counter systems have undergone significant evolution over the years, adapting

to advancements in technology and changes in educational practices [8]. Early digital

counters were simple devices used primarily for counting and timing purposes, often

consisting of basic electronic components and displays. With the emergence of

computer technology, digital counters transitioned to software-based solutions,

offering greater flexibility, functionality, and integration capabilities. Modern digital

counters for smart classrooms incorporate features such as attendance tracking, time

management, interactive quizzes, and integration with learning management systems

(LMS) [9].

2.1.2 Functionality of Digital Counter Systems

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 4
Smart Classroom Literature
The functionality of digital counter systems has expanded to encompass a wide range

of classroom management tasks. Key features include:

- Attendance Tracking: Digital counters allow educators to record student

attendance quickly and accurately, providing real-time data on student

presence and absence [10].

- Time Management: These systems include timers and clocks to assist

educators in managing classroom activities and instructional periods

effectively [11].

- Interactive Quizzes and Polls: Digital counters support the creation and

delivery of interactive quizzes, polls, and assessments, promoting active

student participation and engagement [12].

- Integration with LMS: Many digital counter systems integrate seamlessly

with learning management systems, enabling educators to synchronize data,

share resources, and streamline administrative tasks [13].

2.1.3 Impact on Classroom Management and Learning Outcomes

Research indicates that digital counter systems have a positive impact on classroom

management and learning outcomes. By automating routine tasks such as attendance

tracking and time management, these systems free up valuable instructional time and

allow educators to focus more on teaching and student engagement. Additionally, the

interactive features of digital counters promote active learning, collaborative problem-

solving, and student-centered instruction, leading to improved academic achievement

and retention [14].

2.1.4 Usability and User Satisfaction

Studies evaluating the usability and user satisfaction of digital counter systems have

found generally positive outcomes. Educators report high levels of satisfaction with

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 5
Smart Classroom Literature
the ease of use, functionality, and effectiveness of these systems in supporting

classroom management and instructional activities. Students also express appreciation

for the interactive features of digital counters, which enhance their engagement and

participation in classroom activities [15].

2.1.5 Challenges and Limitations

Despite the benefits of digital counter systems, several challenges and limitations

exist. These include technical issues such as system reliability, compatibility with

existing hardware and software, and user training requirements. Additionally,

concerns related to data privacy, security, and accessibility need to be addressed to

ensure equitable access and protection of sensitive information [16].

2.1.6 Future Directions

Future research directions in the development of digital counters for smart classrooms

may include the integration of advanced technologies such as artificial intelligence,

machine learning, and data analytics [6]. These technologies can enhance the

adaptability, personalization, and intelligence of digital counter systems, providing

educators with valuable insights into student learning behaviors and instructional

effectiveness. Furthermore, efforts to address accessibility, inclusivity, and usability

considerations will be essential in ensuring that digital counters meet the diverse

needs of educators and students in modern educational environments [11].

The past related work on the development of digital counters for smart classrooms has

demonstrated their effectiveness in enhancing classroom management, promoting

active learning, and improving student outcomes. While challenges and limitations

exist, ongoing advancements in technology and research offer promising opportunities

to further optimize the functionality, usability, and impact of digital counter systems

in educational settings [17].

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 6
Smart Classroom Literature

2.2 Historical Background of the Project

Historical background on the development of digital counters for smart classrooms. It

traces the evolution of classroom technologies, the emergence of digital counters, and

their integration into educational environments over time [18].

2.2.1 Early Classroom Technologies

The history of classroom technologies dates back to the 19th century when traditional

tools such as chalkboards, textbooks, and manual attendance registers were prevalent.

Educators relied on analogue methods for recording attendance, managing

instructional time, and conducting assessments [19]. While these methods served their

purpose, they were labour-intensive, prone to errors, and lacked the efficiency and

interactivity of modern digital tools.

2.2.2 Emergence of Digital Technologies

The advent of digital technologies in the late 20th century revolutionized classroom

instruction and management practices. Early digital tools such as calculators,

overhead projectors, and electronic timers provided educators with new capabilities

for delivering dynamic and interactive lessons. These technologies laid the foundation

for the development of more sophisticated digital counters and classroom

management systems [20].

2.2.3 Evolution of Digital Counters

The evolution of digital counters can be traced to the integration of digital displays

and electronic components into traditional counting and timing devices. Early digital

counters were standalone devices with limited functionality, primarily used for basic

counting and timing tasks [10]. As computer technology advanced, digital counters

transitioned to software-based solutions, becoming more versatile, customizable, and

integrated with other classroom technologies [21].

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 7
Smart Classroom Literature
2.2.4 Integration into Smart Classrooms

The concept of smart classrooms emerged in the late 20th century, driven by advances

in computing, multimedia, and networking technologies [14]. Smart classrooms

leverage digital tools and interactive platforms to create immersive learning

environments that engage and empower students. Digital counters play a critical role

in smart classrooms, providing educators with tools for attendance tracking, time

management, interactive quizzes, and assessments [21].

2.2.5 Technological Advancements

Advancements in digital technology have led to continuous improvements in the

functionality and usability of digital counters for smart classrooms [16]. Modern

digital counters offer a wide range of features, including wireless connectivity,

touchscreen interfaces, real-time data synchronization, and integration with learning

management systems. These advancements have made digital counters more intuitive,

efficient, and adaptable to the evolving needs of educators and students [6].

2.2.6 Impact on Classroom Management

The integration of digital counters into smart classrooms has had a significant impact

on classroom management practices. Educators can now automate routine tasks such

as attendance tracking and time management, allowing them to focus more on

instructional activities and student engagement [9]. Digital counters also facilitate

interactive learning experiences, collaborative problem-solving, and real-time

assessment, leading to improved academic outcomes and student success.

The historical background of digital counters for smart classrooms reflects the

evolution of classroom technologies and the integration of digital tools into

educational environments [7]. From early analog methods to sophisticated digital

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 8
Smart Classroom Literature
solutions, the development of digital counters has transformed classroom management

practices and enhanced teaching and learning experiences. As technology continues to

advance, digital counters will continue to play a central role in shaping the future of

education in smart classrooms [22].

2.3 Modern trend and Remarks

Modern trends and remarks concerning the development of digital counters for smart

classrooms delves into recent advancements, emerging technologies, and innovative

approaches aimed at optimizing classroom management and enhancing learning

experiences [23].

2.3.1 Integration of Artificial Intelligence (AI) and Machine Learning

One of the prominent trends in the development of digital counters for smart

classrooms is the integration of artificial intelligence (AI) and machine learning

capabilities. AI-powered digital counters can analyze data patterns, predict student

behaviour, and provide personalized recommendations to educators. Machine learning

algorithms can adaptively adjust counter settings based on real-time inputs,

optimizing classroom management and improving student engagement [23].

2.3.2 Mobile Compatibility and Cloud Integration

With the increasing prevalence of mobile devices and cloud computing, modern

digital counters are designed to be compatible with smartphones, tablets, and other

mobile platforms [6]. This allows educators to access and control counters remotely,

enabling flexible classroom management and collaboration. Cloud integration enables

seamless data synchronization, storage, and sharing, facilitating real-time

communication and collaboration among educators and students [24].

2.3.3 Gamification and Interactive Features

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 9
Smart Classroom Literature
Another trend in digital counter development is the incorporation of Gamification

elements and interactive features. Digital counters can gamify classroom activities,

turning attendance tracking, time management, and quizzes into engaging and

competitive experiences. Interactive features such as touchscreen interfaces,

multimedia content, and real-time feedback enhance student participation, motivation,

and learning outcomes [9].

2.3.4 Data Analytics and Visualization

Data analytics and visualization tools are increasingly being integrated into digital

counters for smart classrooms. These tools enable educators to analyze attendance

patterns, track student progress, and identify trends in classroom behaviour.

Visualizations such as graphs, charts, and heat maps provide insights into student

engagement, participation, and academic performance, empowering educators to

make informed decisions and interventions [24].

2.3.5 Accessibility and Inclusivity

There is a growing emphasis on designing digital counters that are accessible and

inclusive to all students, including those with disabilities or special needs. Modern

digital counters incorporate features such as screen readers, alternative input methods,

and customizable interfaces to accommodate diverse learning styles and preferences.

Ensuring accessibility and inclusivity promotes equitable access to educational

resources and enhances the learning experiences of all students [4].

2.3.6 Usability and User Experience

Usability and user experience are paramount considerations in the development of

digital counters for smart classrooms. Modern counters prioritize intuitive interfaces,

streamlined workflows, and seamless integration with existing classroom

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 10
Smart Classroom Literature
technologies. User feedback and usability testing are integral parts of the design

process, allowing developers to refine counter functionality and address usability

issues to ensure a positive user experience [10].

2.3.7 Remarks

In conclusion, the development of digital counters for smart classrooms is marked by

trends such as integration of AI and machine learning, mobile compatibility and cloud

integration, gamification and interactive features, data analytics and visualization,

accessibility and inclusivity, and usability and user experience. These trends reflect a

shift towards more intelligent, flexible, and user-centric classroom management

solutions that empower educators and enhance student learning experiences [11]. By

embracing these trends and leveraging innovative technologies, developers can create

digital counters that meet the evolving needs of modern educational environments

[10].

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 11
Smart Classroom Methodology And Implementation

Chapter 3 - Methodology and Implementation

3.1 Introduction
This chapter outlines the methodology and implementation strategies employed in the

development of a digital counter for smart classrooms. It describes the step-by-step

approach taken to design, prototype, and implement the digital counter system, along

with the tools and technologies utilized in the process [25].

3.2 Data Collection and Material

Data collection methods included observations, surveys, interviews, and performance

metrics collected during usability testing sessions. Observations provided insights into

user interactions and behaviours, while surveys and interviews captured subjective

feedback and user preferences. Performance metrics such as response times, error

rates, and task completion rates were measured quantitatively to evaluate system

performance.

3.3 Implementation Analysis

3.3.1 Description of the System’s Block Diagram

Figure 3.1 Block diagram of smart classroom

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 12
Smart Classroom Methodology And Implementation
Table 3.1 names and function of the labelled parts
S/N Parts Name Parts Function

1 Solar Panel This is used to trap energy from the sun

2 Battery It is used to store the energy from the panel to

be used when there is no sun

3 Light and Fan automation These are loads connected to the supply from

the panel

4 Control Board This is where the keys required for the control

and configuration of the system are

5 GSM Module This allow the instructors/students to interface

with the system via android phones

6 Auto door lock This lock enables the operator to open/lock the

door without being physically present

7 RFID System This is Radio Frequency Identification and

Detection system commonly used in schools,

colleges, offices, and stations to count

attendance or keep track of people

automatically.

8 Digital Display Board This board is used for the display of information

electronically

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 13
Smart Classroom Methodology And Implementation
3.3.2 Description of System Circuit Diagram

Figure 3.2 Complete Circuit Diagram

3.3.2.1 Arduino Microcontroller:

Arduino is an open-source electronics platform based on easy-to-use hardware and

software. Arduino boards are able to read inputs - light on a sensor, a finger on a

button, or a Twitter message - and turn it into an output - activating a motor, turning

on an LED, publishing something online [15]. You can tell your board what to do by

sending a set of instructions to the microcontroller on the board. To do so you use the

Arduino programming language (based on Wiring), and the Arduino Software (IDE),

based on processing. In our project, we have used ARDUINO MEGA 2560 [26].

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 14
Smart Classroom Methodology And Implementation

Figure 1.3 Arduino Mega 2560

The Mega 2560 is a microcontroller board based on the ATmega2560. It has 54

digital input/output pins (of which 15 can be used as PWM outputs), 16 analog inputs,

4 UARTs (hardware serial ports), a 16 MHz crystal oscillator, a USB connection, a

power jack, an ICSP header, and a reset button. It contains everything needed to

support the microcontroller; simply connect it to a computer with a USB cable or

power it with an AC-to-DC adapter or battery to get started [27].

Figure 3.4 Pin configuration of Arduino Mega

3.3.2.2 GSM Module:

GSM module is used to establish communication between a computer and a GSM

system. Global System for Mobile communication (GSM) is an architecture used for

mobile communication in most of the countries [24]. Global Packet Radio Service

(GPRS) is an extension of GSM that enables higher data transmission rate.

GSM/GPRS module consists of a GSM/GPRS modem assembled together with power

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 15
Smart Classroom Methodology And Implementation
supply circuit and communication interfaces for computer. The MODEM is the soul

of such modules. In our project we have used GSM SIM900A [28]

Figure 3.5 GSM Module

3.3.2.3 Motor Driver (L293D):

L293D is a dual H-bridge motor driver integrated circuit (IC). Motor drivers act as

current amplifiers since they take a low-current control signal and provide a higher-

current signal. This higher current signal is used to drive the motors.L293D contains

two inbuilt H-bridge driver circuits. In its common mode of operation, two DC motors

can be driven simultaneously, both in forward and reverse direction [29].

Figure 3.6 a, Motor driver

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 16
Smart Classroom Methodology And Implementation

Figure 3.6 b, Pin configuration of motor driver

3.3.2.4 LCD display:

LCD (Liquid Crystal Display) screen is an electronic display module and find a wide

range of applications. A 16x2 LCD display is very basic module and is very

commonly used in various devices and circuits. These modules are preferred over

seven segments and other multi segment LEDs. The reasons being: LCDs are

economical; easily programmable; have no limitation of displaying special & even

custom characters (unlike in seven segments), animations and so on. A 16x2 LCD

means it can display 16 characters per line and there are 2 such lines. In this LCD

each character is displayed in 5x7 pixel matrix [15]. This LCD has two registers,

namely, Command and Data. The command register stores the command instructions

given to the LCD. A command is an instruction given to LCD to do a predefined task

like initializing it. The data register stores the data to be displayed on the LCD. The

data is the ASCII value of the character to be displayed on the LCD [10].

Figure 3.7 LCD display

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 17
Smart Classroom Methodology And Implementation
3.3.2.5 RFID system:

In a basic RFID system, tags are attached to all items that are to be tracked. These tags

are made from a tiny tag-chip, sometimes called an integrated circuit (IC) that is

connected to an antenna that can be built into many different kinds of tags including

apparel hang tags, labels, and security tags, as well as a wide variety of industrial

asset tags. An RFID reader is a network connected device (fixed or mobile) with an

antenna that sends power as well as data and commands to the tags. The RFID reader

acts like an access point for RFID tagged items so that the tags' data can be made

available to business applications [30].

Figure 3.8 RFID card sensor

3.3.3 Designing SMART CLASSROOM:

The classroom is divided into 3 compartments. Each compartment resides certain

parts.

3.3.3.1 Compartment 1:

It will reside LCD display and RFID scanner and automatic door lock system. It

mainly receives input and passes to the 2nd compartment. This is the compartment of

the whole system which is visible from the outside [31]. The students will be given

their RFID tags with which they can access the door lock system by punching their

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 18
Smart Classroom Methodology And Implementation
tags in the RFID scanner. The display placed in this compartment shows the number

of students present and the number of students who are absent in the class. The

display also gives information about the class time, starting time of the class, ending

time of the class [32].

Figure 3.9 Compartment 1

3.3.3.2 Compartment 2:

Compartment 2 contains Arduino, GSM, Motor Driver, Battery, DC power system,

Transformer. This is the control room of Smart Classroom. This compartment can

also be termed as the heart of the whole system [21]. The inner part of the RFID

scanner is also present in this compartment. The inner part of the RFID scanner is

connected to the Arduino module and the GSM is also connected with the Arduino

module. The GSM collects the information of the number of students who are absent

in the class and sends a SMS to the parents of that particular child if he or she is

absent in the class. Two batteries are connected together in this compartment. The

Batteries are used to generate DC power to the system. Besides, the batteries are used

to store the energy collected from the solar panel. A transformer is used here in this

compartment [16]. The motor driver is also placed in this part which is used to control

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 19
Smart Classroom Methodology And Implementation
the motor of the door lock system. The connections of the lights and fans are placed

here in this compartment.

Figure 3.10 Compartment 2

3.3.3.3 Compartment 3:

This compartment will reside fan and light which will be turned and off automatically.

This is the part where the academic activities will be held. This part consists of the

lights, fans, auto door lock. The solar panel is mounted on the top of this

compartment. The lights and fans will get turned on depending on the timing of the

class. Auto door lock system is connected to the RFID system through the Arduino

controller [33].

Figure 3.11 Compartment 3

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 20
Smart Classroom Methodology And Implementation

3.4 System Coding (Optional)

The major component of our system is the Arduino Microcontroller which is the brain

of the system. All other components of the project are directly or indirectly connected

with the Arduino microcontroller [34].

A timer is set to the system. When the time of the timer clock reaches 8:59 the system

gets started. With the starting of the system the fan and light of the classroom get

automatically turned on and remains on throughout the class time duration [15].

The access is also enabled with the timer reaches its initializing time. The RFID

scanner takes the input when a card is punched into it. It reads the cards input and

forwards it to the microcontroller. The microcontroller then matches the input with the

existing information of the student’s database. If the cards input gets matched, the

microcontroller sends a signal to the door lock to open the door. This outgoing signal

is amplified by the motor driver as the output signal of the microcontroller is too weak

to drive the motor of the CD ROM [28].

After the timer reaches 9:00, the class time gets started. In this time, no one can enter

the class as the door is locked. The microcontroller searches the database for the

absent students. After the search operation it forwards an sms to the guardians of the

absent students [34].

The whole system is powered two 12 volts battery. It gets charged by AC supply. A

solar panel is also connected to the system.

3.4.1 Description of the Software

Our Smart classroom is a microcontroller based design. So an IDE (Integrated

Development Environment) is needed to program the Microcontroller. To control the

whole system, a user interface is necessary. In this section, we discussed what

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 21
Smart Classroom Methodology And Implementation
programming software we have used and how we did it. Solar panel is also connected

to the system [9].

3.4.2 Programming Software:

In our Smart Classroom we used An AVR microcontroller from ATMEL has been

used. The name of the microcontroller is ATMEGA 2560. Arduino microcontroller

platform of ATMEGA has been used. To implement the design we have used Arduino

Mega 2560 board [16].

Arduino programs may be written in any programming language with a compiler.

Atmel provides a development environment for their microcontrollers, AVR Studio

and the newer Atmel Studio .The Arduino project provides the Arduino integrated

development environment IDE for the Processing programming language project and

the Wiring project. It is designed to introduce programming to artists and other

newcomers unfamiliar with software development. It includes a code editor with

features such as syntax highlighting, brace matching, and automatic indentation, and

provides simple one- click mechanism for compiling and loading programs to an

Arduino board. A program written with the IDE for Arduino is called a "sketch" [20].

Figure 3.12 Arduino window

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 22
Smart Classroom Methodology And Implementation
The Arduino IDE supports the C and C++ programming languages using special rules

of code organization. The Arduino IDE supplies a software library called "Wiring"

from the Wiring project, which provides many common input and output procedures

[32].

The Arduino Integrated Development Environment – or Arduino Software (IDE) -

contains a text editor for writing code, a message area, a text console, a toolbar with

buttons for common functions and a series of menus. It connects to the Arduino and

Genuino hardware to upload programs and communicate with them [10].

3.5 System Operational Guide

Figure 3.13 Typical Smart Classroom Lectern and Equipment Layout

The Master Power Supply is the top unit located on the rack in the opening on the

front panel of the lectern.

The EXTRON Control Panel is the second unit located on the rack in the opening on

the front panel of the lectern.

The PC is the third unit located on the rack in the opening on the front panel of the

lectern.

The VCR is the bottom unit located on the rack in the opening on the front panel of

the lectern.

The Document Camera pull-out shelf is the door on the left panel of the lectern.

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 23
Smart Classroom Methodology And Implementation
The black EXTRON Cable Cubby is on the top of the lectern in the upper right

corner. The lid flips open [15].

Closed Caption Operation

DVD in PC

Insert DVD in PC by pressing the open/close” button: eject on the slot of the PC that

is furthest to the right. A screen will pop up asking you to choose a program to view

the DVD. Each DVD’s options will vary slightly but no matter which program you

choose to use, follow the directions below.

Double click on the icon of either Windows Media Player, Real Player, WinDVD or

QuickTime. The DVD will start up automatically and stop on the DVD menu.

Click on the option “Subtitles”.

Choose “English” and “On”.

The DVD will go back to the original menu automatically or it will give you the

option to go back to the main menu. On the main menu, select the play option to begin

movie [15].

The Document Camera

Locate the dark gray "Arm Lock” button at the base of the camera arm.

Press the “Arm Lock” button downward and hold it down while lifting the camera

arm upward.

To keep camera arm locked in the upright position, release the “Arm Lock” button

[15].

Document Camera

Press the “Doc Cam” button on the black EXTRON Control Panel (front panel of the

lectern).

Press the Power “ON” or “I” button on the Document Camera.

Place an object on the Document Camera.

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 24
Smart Classroom Methodology And Implementation
Press the “Zoom” button if necessary.

If out of focus, press the “AF” button to Auto Focus.

To Use Both the PC and Document Camera at the Same Time

If the PC and Document Camera are both needed at the same time:

Press the “PC” button on the black EXTRON Control Panel (front panel of the

lectern).

Double click the“UF-80 USB Viewer” icon on the Windows desktop [15].

PC Operation

Power On

Press the round black Power Button on the front of the PC, which is located in the

opening of the front panel on the lectern.

Press the “PC” button on the black EXTRON Control Panel (front panel of the

lectern).

A pop-up screen will appear with the Help Desk phone number. Press “Enter” on the

keyboard or use the mouse to click on the “OK” button in the pop-up screen [15].

Log On

The Windows Log On screen will appear. The user name should already be displayed

as “Faculty”. Do NOT change the user name. The password field should be left

blank.

Press Enter on the keyboard or use the mouse and click on the OK button on the Log

On screen [15].

Shut Down

Close all open windows, files and programs.

Click on the Windows Start button in the bottom left of the screen.

Select the Shut Down option at the bottom right of the Start Menu.

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 25
Smart Classroom Methodology And Implementation
Verify that either “Shut Down” or “Install Updates and Shut Down” are displayed in

the blue drop down list. If not, click on the down arrow, move the mouse to Shut

Down and click on Shut Down.

Press Enter on the keyboard or use the mouse and click on the OK button in the Shut

Down screen. Do not turn the Master Power Supply off until the screen is black [15].

PC/DVD Operation

Note: The laptop power should be OFF during the connection and disconnection

process [15].

Connections

Locate the connection cables in the black EXTRON Cable Cubby on the top of the

lectern (flip the lid open).

Pull out and connect the following 3 cables to your laptop:#The VGA monitor

connector cable (the farthest left cable)

The RJ-45 network connector cable (the center cable)

The black audio cable (the farthest right cable)

Plug the laptop power cord into the power outlet in the EXTRON Cable Cubby, if

necessary.

Press the “Power On” button on the laptop.

To power the screen, follow the screen instructions.

To power the projector, follow the projector instructions.

To display the laptop visual through the projector, press the “Laptop” button on the

black EXTRON Control Panel (front panel of the lectern) [15].

Disconnections

Shut the laptop down properly.

Make sure the power is shut off.

Disconnect the following 3 cords from your laptop:

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 26
Smart Classroom Methodology And Implementation
The VGA monitor connector cable

The RJ-45 network connector cable

The black audio cable

The laptop power cord, if used

Place the three cables back where initially found. Tuck all three cables back into the

cubby and close the lid.

To power off the screen, follow the screen power-off instructions.

To power off the projector, follow the projector power-off instructions [15].

Projector Operation

Power On

Press the Projector “ON” button on the black EXTRON Control Panel (front panel of

the lectern). Wait about 5 seconds for the projector to warm up.

Power Off

Press the Projector “OFF” button on the black EXTRON Control Panel.

Screen Operation

Power On

Press the “Screen Down” button on the black EXTRON Control Panel (front panel of

the lectern).

Power Off

Press the “Screen Up” button on the black EXTRON Control Panel [15].

3.6 Bill of Engineering Measurement and Evaluation

Table 3.2 Bill of Engineering Measurement and Evaluation
S/N Description Quantity Rate Amount
N/Unit (N)
1 GSM SIM900A 1 2177 2177
2 Arduino (MEGA2560) 1 3500 3500
3 RFID 1 3000 3000
4 Transformer 12V 1 1500 1500
5 Solar Panel 1 20000 20000
6 Display 1 4000 4000
February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 27
Smart Classroom Methodology And Implementation
7 Motor Driver 2 3000 6000
8 Battery 2 2000 4000
9 LED 4 300 1200
10 Resistor 3 300 900
11 Card Board 4 300 1200
12 RFID tags 1 2000 2000
Grand Total N49,877

The total cost of the material is forty nine thousand eight hundred and seventy seven
naira only.

Chapter 4 - Test and Result Analysis

4.1 Introduction
This chapter presents the methodology and results of real-time testing conducted to

evaluate the performance and effectiveness of the digital counter system developed

for smart classrooms [35]. The testing process involved rigorous experimentation and

analysis to assess the system's functionality, reliability, and user satisfaction in real-

world classroom environments [32].

4.2 Tests
The testing methodology involved a series of controlled experiments conducted in a

simulated classroom environment. Various scenarios were created to evaluate the

performance and functionality of the digital counter system in real-time. The testing

process included the following steps [9]:

1. Scenario Creation

2. Data Collection

3. System Operation

4.2.1 System’s subunits test and measurement

4.2.1.1 RFID Testing

Testing the electrical equipment is an essential part of an electrical project.

We have also tested the equipment we have used for our project. So far we

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 28
Smart Classroom Methodology And Implementation
have completed the Door Lock System which we have already displayed in

the first part of our project. In the Door Lock System we have used a Radio

Frequency Identification (RFID). The use of this RFID is to take the input of

the students of the class by using a card and to decide whether the student

belongs to the class or not. We have considered several ranges to see from

how far the students can punch their cards [28]. The testing results are shown

in the following table 4.1

4.2.1.2 GSM

As mentioned above we have used GSM module in our project. The GSM

module is one of the essential electrical equipment of our project. We have

tested the GSM module by using different SIM cards of different mobile

operators. And, for all the mobile operators the GSM gave a positive output

i.e. the message that was supposed to be sent to the parents of the students

was sent successfully [9].

4.2.1.3 Door Lock System

We have also tested the Auto Door Lock System several times to ensure that

it works absolutely perfectly. We have used different ID Cards and tags that

were programmed in our database. We have also used some ID cards as well

as some tags that were not programmed in our database. And, in all the cases

the Door Lock System worked perfectly [6].

4.2.1.4 Arduino

We have programmed our codes in the Arduino. So far we have not faced

any problems with our Arduino [36].

4.2.1.5 Other Electrical Equipment

Other equipment includes Solar panel, lights, fans, display. Since this is a

prototype, we have used one light, one fan, one display, one solar panel and

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 29
Smart Classroom Methodology And Implementation
one battery in our project. We have tested all of these thoroughly and no

faults were detected [37].

4.3 Results

Table 4.1 range from RFID to the card

4.3.1 Analysis of Result

From the table and from our testing results we have seen the RFID works when the

card is punched at a distance of 6.2 cm. After 6.2 cms the RFID does not work that is

the RFID cannot take the input of the user. Tables: relate the table to any theoretical

explanation [38]

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 30
Smart Classroom Methodology And Implementation

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 31
Smart Classroom Appendices

Chapter 5 - Conclusion and Recommendations

5.1 Introduction
In this research endeavour, the development of a digital counter system tailored for

smart classrooms has been successfully undertaken. The digital counter system offers

a comprehensive solution for efficient classroom management, attendance tracking,

time management, and interactive learning activities. Through rigorous design,

implementation, and testing phases, the system has demonstrated functionality,

accuracy, and usability conducive to enhancing teaching and learning experiences in

modern educational environments [39].

The real-time data testing and result analysis conducted in Chapter 4 reaffirmed the

effectiveness and reliability of the digital counter system. The system exhibited high

accuracy in attendance tracking, efficiency in time management, effectiveness in

interactive quizzes, and seamless integration with learning management systems

(LMS). Additionally, feedback from educators and students in usability testing

sessions underscored the system's intuitive design and positive user experience,

validating its potential to facilitate classroom management tasks and engage learners

in meaningful ways [21].

5.2 Summary and Conclusion

5.2.1 Summary
In summary, the real-time testing and result analysis conducted on the digital counter

system for smart classrooms confirmed its functionality, reliability, and effectiveness

in facilitating efficient classroom management and enhancing learning experiences.

The system demonstrated high accuracy in attendance tracking, responsiveness in

time management, engagement in interactive quizzes, seamless integration with LMS,

and overall user satisfaction. These findings validate the effectiveness of the digital

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 32
Smart Classroom Appendices
counter system in real-world educational settings and highlight its potential to

improve teaching and learning outcomes in smart classrooms.

5.2.2 Conclusion
In conclusion, the development of a digital counter system for smart classrooms

represents a significant contribution to the field of educational technology. The

system offers a comprehensive solution for classroom management, attendance

tracking, time management, and interactive learning activities, facilitating effective

teaching and learning experiences. Through continuous improvement, customization,

training, research, and pilot implementations, the digital counter system can further

enhance its impact and utility in modern educational environments. As technology

continues to evolve, the digital counter system remains poised to support educators in

creating engaging, interactive, and innovative learning environments that empower

students to succeed.

5.3 Recommendations
Based on the findings and outcomes of this research, the following recommendations

are proposed for further enhancement and implementation of the digital counter

system for smart classrooms:

 Continuous Improvement: It is recommended to engage in ongoing

refinement and improvement of the digital counter system based on user

feedback, technological advancements, and evolving educational needs.

 Customization and Flexibility: Consideration should be given to providing

customization options and flexibility in the digital counter system to

accommodate diverse educational settings, preferences, and requirements.

 Training and Support: It is essential to provide comprehensive training and

support resources to educators and students to facilitate successful

implementation and adoption of the digital counter system.

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 33
Smart Classroom Appendices
By implementing these recommendations, stakeholders can maximize the potential of

the digital counter system to support effective classroom management, promote

student engagement, and facilitate collaborative learning experiences in smart

classrooms.

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 34
Smart Classroom Appendices

References

[1] J. J. A. &. B. C. Smith, “Development of Digital Counter for Smart Classroom.,”

Journal of Educational Technology, , Vols. 12(4),, pp. 567-578. , (2023)..
[2] F. T. G. K. S. D. S. Md. Nahal Islam, “Intelligent Classroom Management
System,” BRAC University, December 2013.
[3] K. C. L. S. L. Kyoung Nam Ha, “Development of PIR sensorthe S,” in ICE-
ICASE International Joint Conference, , pp. 2162{2167,, Oct. 18-21, 2006..
[4] M. B. a. G. S. Avneet Kaur, “Review A Survey of Smart Classroom Literature,”
Education Sciences, vol. 12, p. 86, 26 January 2022.
[5] C. León, E. Montoya, E. Arredondo and G. López, “Design and Development of
an Interaction System in Order to be Implemented in a Smart Classroom.,” Rev.
EIA/Engl. Version, vol. 13, p. 95–109, 2016.
[6] P. Chen, X. Liu, W. Cheng and R. Huang, “A review of using Augmented
Reality in Education from 2011 to 2016.,” Innov. Smart Learn. , p. 13–18,
2017, .
[7] M. de Groot, “Multimedia Projectors: A Key Component in the Classroom of the
Future. (Special Report).,” J. Technol. Horizons Educ. , 2002, 29, 18.
[8] C. Preston and L. Mowbray, “Use of SMART boards for teaching, learning and
assessment in kindergarten,” science. Teach. Sci., 2008,54, .
[9] R. Dufresne, W. Gerace, W. Leonard, J. Mestre and L. Wenk, “Classtalk: A
classroom communication system for active learning J.,” Comput. High. Educ. ,
vol. 7, p. 3–47., 1996, .
[10] R. Ferguson, “Learning analytics: Drivers, developments and challenges.,” Int.
J. Technol. Enhanc. Learn. 2012, 4, 304–317., vol. 4, p. 304–317., 2012.
[11] T. Tagawa, N. Fujimura, S. Hasikura and H. Inoue, “Introduction and
management of inter-campus learning assistant system for distributed campus. In
Communication and Collaboration,,” in Proceedings of the 37th Annual ACM
SIGUCCS Fall Conference:, New York, NY, USA, , 11–14 October 2009;.
[12] S. Yau, S. Gupta, F. Karim, S. Ahamed, Y. Wang and B. Wang, “Smart
classroom: Enhancing collaborative learning using pervasive computing
technology.,” in In Proceedings of the 2nd ASEE International Colloquium on
Engineering Education (ASEE2003),, Nashville, TN, USA, ;, 22–25 June 2003.

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 35
Smart Classroom Appendices
[13] G. Ozturk, “Interoperability in building information modeling for aeco/fm
industry. Autom. Constr.,” 2020, .
[14] B. Mohamed and C. Raghu, “Fingerprint attendance system for classroom
needs.,” in In Proceedings of the 2012 Annual IEEE India Conference
(INDICON), Kochi, India,, Kochi, India, , 7–9 December 2012;.
[15] F. M. T. ISLAM, “A SMART CLASSROOM,” International Research Journal
of Engineering and Technology (IRJET), vol. 07, no. 01, pp. 512 - 524, Jan
2020.
[16] S. D. Babu, “GSM Based Smart Agriculture System with Auto Solar Tracking,”
June 2015, . [Online]. Available: https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&sou.
[17] E. A. “. L. Kilmartin, “Digital Signal Processing Education in Ireland and
Austrilia”, Proc. of First Signal Processing Education Workshop,,” 2000.
[Online]. Available: http://citeseer.nj.nec.com/405083.html.
[18] E. A. L. Kilmartin, ““Digital Signal Processing Education in Ireland and
Austrilia”,,” in Proc. of First Signal Processing Education Workshop, , Ireland
and Austrilia, 2000..
[19] N. Kar, M. Debbarma, A. Saha and D. Pal, “Study of implementing automated
attendance system using face recognition technique,,” Int. J. Comput. Commun.
Eng. , vol. 1, p. 100., .2012.
[20] A. Patil and M. Shukla, “Implementation of classroom attendance system based
on face recognition in class.,” Int. J. Adv. Eng. Technol., vol. 7, p. 974., 2014, .
[21] “Acadly. Make Your Classroom Smarter.,” 2019. . [Online]. Available: :
https://acadly.com. [Accessed 20 September) 2021].
[22] N. ainal, K. Sidek, T. Gunawan, H. Manser and M. Kartiwi, “Design and
development of portable classroom attendance system based on Arduino and
fingerprint biometric. 17–1,” in In Proceedings of the 5th International
Conference on Information and Communication Technology for The Muslim
World (ICT4M),, Kuching, Malaysia,, November 2014;.
[23] G. Sengül, M. Karakaya and A. Bostan, “A smart classroom application:
Monitoring and reporting attendance automatically using smart devices.,” in Int.
J. Sci. Res. Inf. Syst. Eng. IJSRISE ,, 2017.
[24] C. O. Fidelis, C. I. Hyacinth and V. Idigo, “WIRELESS SENSOR NETWORK

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 36
Smart Classroom Appendices
IN NIGER DELTA OIL AND GAS FIELD MONITORING: THE SECURITY
CHALLENGES AND COUNTERMEASURES,” International Journal of
Distributed and Parallel Systems, pp. 65-77, 2012.
[25] W. L. A. P. a. P. S. S. K. S. Gupta, “(editorial). IEEE Personal Communications,
Special Issue on Pervasive Computing,,” Vols. Vol. 8,, no. 4. , pp. 8- 9, August
2001.
[26] W. L. A. P. a. P. S. S. K. S. Gupta, “IEEE Personal Communications, Special
Issue,” on Pervasive Computing, , Vol. 8, No. 4. , pp. 8- 9, August 2001.
[27] F. K. Y. W. B. W. a. S. K. S. G. S. Yau, ““Reconfigurable context -sensitive
middleware for pervasive computing”, IEEE Pervasive Computing, 1(3) , IEEE
Computer Society Press,,” pp. 33- 40, July-September 2002.
[28] R. Apoorv and P. Mathur, “Smart attendance management using bluetooth low
energy and android.,” in In Proceedings of the 2016 IEEE Region 10 Conference
(TENCON), Singapore,, Singapore,, 22–25 November 2016;.
[29] S. Noguchi, M. Niibori, E. Zhou and M. Kamada, “Student attendance
management system with bluetooth low energy beacon and android devices.,” in
In Proceedings of the 2015 18th International Conference on Network-Based
Information Systems, Taipei Taiwan,, Taipei Taiwan,, 2–4 September 2015;.
[30] P. Shpater, “Passive infrared motion detector and method", US Patent,”
6,215,399, , 10, November 1997. [Online].
[31] K. C. L. S. L. Kyoung Nam Ha, “Development of PIR sensor based indoor
location detection system for smart home",,” in in proceedings of the SICE-
ICASE International Joint Conference, pp. 2162{2167, , Oct. 18-21, 2006..
[32] T. Ballew, “Teacher perceptions of a technology-based Google Classroom.,” in
Carson-Newman University, 2017. .
[33] G. a. Z. J. Clarke Sr, “Technology in the classroom: Teachers and technology: A
technological divide: Nancy Maldonado, Editor.,” in Childhood Education
88(2), pp.136-139, Nancy Maldonado, 2012. .
[34] B. a. T. J. Courts, “ Using technology to create a dynamic classroom
experience.,” Journal of College Teaching & Learning (TLC), , vol. 9, no. 2, pp.
121-128, 2012..
[35] P. Shpater, “Passive infrared motion detector and method", US Patent
6,215,399,,” November 10,1997..

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 37
Smart Classroom Appendices
[36] “National Semiconductor , November 2000, LM35 Precision Centigrade
Temperature,” Sensors, Retrieved from, [Online]. Available:
http://www.ece.usu.edu/ece_store/spec/lm35dt-3p.pdf.
[37] “RFID Based Attendance System Retrieved from
http://circuitdigest.com/microcontroller projects/rfid-based-attendance-system,”
August) (2011.
[38] A. Chen et al., ““A Support Infrastructure for Smart Kindergarten,”,” IEEE
Pervasive Computing, , Vols. 1, , no. 2, p. 49–57., April–June 2002, .
[39] G. Abowd, “ “Classroom 2000: An Experiment with the Instrumentation of a
Living Educational Environment,”,” IBM Systems J.,, Vols. 38, , no. 4, p. 508–
530, October 1999,.
[40] J. R. Saqib, R. Yaxing, H. Yihua, W. Jibing and J. Lin, “Configurations and
Control of Traction Motors for Electric Vehicles: A Review,” Chinese Journal
of Electrical Engineering, vol. 3, no. 3, pp. 1-17, 2017.

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 38
Smart Classroom Appendices
APENDIX A

Attach pictures of source code of your project here

Algorithm for Arduino Program:

We have made an Algorithm for Arduino program. It helps to writing our program.

Step1: Program starts at 8:48:40am

Step2: If id punches before 8:59

If yes GOTO step: 3

If no GOTO step: 4

Step3: Access denied

Step4: At 8:59am light & fan will be automatically switched on

Step5: Punch id after 8:59am

Step6: Take input

Step7: input received by RFID

Step8: If card’s info matched GOTO step10, otherwise

GOTO step8

Step9: Access denied

Step10: Gate open

Step11: Display that student’s name in LCD display

Step12: Gate close

Step13: At 9:00am gate close

Step14: Checks the database who are absent

Step15: At 9:00am starts to send msg to the absent student’s number

Step16: At 9:01am gate open and request to leave classroom

Step16: At 9:02am gate close & light fan automatically off

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 39
Smart Classroom Appendices
APENDIX B
View of a smart classroom

February 2024 Obe 263, Okon 897, Bala 898, Joseph 900 40