ELECTROMAGNETIC INTERFERENCE AND DATA TRANSMISSION RELIABILITY IN SDR-BASED EDUCATIONAL EXPERIMENTS
DOI:
https://doi.org/10.31110/fmo2026.v41i2-09Keywords:
physical foundations of information systems, instructional technical tools, information systems, electromagnetic interference, electromagnetic compatibility, reproducibility of laboratory measurements, physics educationAbstract
Formulation of the problem. This article explains how, within the course Physical Foundations of Information Systems, concepts of signal, interference, and communication channel can be connected to practical metrics of data transmission quality using instructional technical tools (software-defined radio, SDR, and simple radio modules). The aim is to systematize practices of (a) detecting and describing electromagnetic interference (EMI) and (b) assessing data transmission reliability, thereby providing a methodological bridge between physical manifestations in the radio environment and network-level outcomes (PER/PRR/throughput/latency/outages).
Materials and methods. The review is conducted as a scoping review, which enables integration of heterogeneous sources: engineering studies on technology coexistence in the 2.4 GHz ISM band, educational publications on SDR laboratories, and standards used as reference points for measurement rigor.
Results. The main results include: a taxonomy of EMI observation practices, a taxonomy of reliability metrics, and a correspondence matrix “EMI practice - reliability metric,” complemented by an implementation framework for laboratory work and a minimal package of reproducibility artifacts. The article delineates the limits of SDR use: the device is treated as an educational observation tool, while standards are used as a source of requirements for procedural validity rather than as a basis for certification measurements. Scientific novelty lies in a conceptual systematization of EMI detection/description practices and reliability assessment practices, in a form suitable for teaching the Physical Foundations of Information Systems course using instructional technical tools.
Conclusions. The systematization of practices is presented as a correspondence matrix between types of EMI observations and reliability metrics, enabling the design of laboratory tasks with a predefined causal mechanism and transparent requirements for outcomes. Further research could focus on adapting the matrix for blended and distance-learning formats. It is important to expand the scope beyond a single range and a single class of devices: comparing learning outcomes and typical interpretation errors across different technologies (e.g., Wi-Fi, Bluetooth) and different environmental conditions will help refine the universal and specific elements of the proposed matrix and framework.
Downloads
References
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
European Telecommunications Standards Institute. (2019). ETSI EN 300 328 V2.2.2 (2019-07): Wideband transmission systems; Data transmission equipment operating in the 2.4 GHz band; Harmonised Standard for access to radio spectrum. ETSI. URL: https://www.etsi.org/deliver/etsi_en/300300_300399/300328/02.02.02_60/en_300328v020202p.pdf
International Electrotechnical Commission. (2019). CISPR 16-1-1:2019: Specification for radio disturbance and immunity measuring apparatus and methods – Part 1-1: Radio disturbance and immunity measuring apparatus – Measuring apparatus. IEC. URL: https://webstore.iec.ch/en/publication/60774
LaSorte, N. J., Rajab, S. A., & Refai, H. H. (2012). Experimental assessment of wireless coexistence for 802.15.4 in the presence of 802.11g/n. 2012 IEEE International Symposium on Electromagnetic Compatibility, 473–479. https://doi.org/10.1109/ISEMC.2012.6351685
Ramos, M. A., Camacho, R., Buitrago, P. A., Urda, R. D., & Restrepo, J. P. (2024). Software Defined Radio, a perspective from education. Frontiers in Education, 8, Article 1228610. https://doi.org/10.3389/feduc.2023.1228610
Shin, S. Y., Park, H. S., & Kwon, W.-H. (2007a). Mutual interference analysis of IEEE 802.15.4 and IEEE 802.11b. Computer Networks, 51(12), 3338–3353. https://doi.org/10.1016/j.comnet.2007.01.034
Shin, S. Y., Park, H. S., & Kwon, W.-H. (2007b). Packet error rate analysis of IEEE 802.15.4 under saturated IEEE 802.11b network interference. IEICE Transactions on Communications, E90-B(10), 2961–2963. https://doi.org/10.1093/ietcom/e90-b.10.2961
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
Yurchenko, A., Proshkin, V., Naboka, O., Shamonia, V., & Semenikhina, O. (2023). The use of digital technologies in education: The case of physics learning. International Journal of Research in E-learning, 9(2), 1–25. https://doi.org/10.31261/IJREL.2023.9.2.02
Diemientiev, Ye., & Yurchenko, A. (2025). Vykorystannia vidkrytykh osvitnikh platform dlia formuvannia inzhenernoho myslennia u kursakh mikroelektroniky [Using open educational platforms to develop engineering thinkingin microelectronics courses]. Osvita. Innovatyka. Praktyka –Education. Innovation. Practice, 13(6), 98–103. https://doi.org/10.31110/2616-650X-vol13i6-013 (in Ukrainian).
Semenikhina, O.V., Shamonia, V.H., & Soroka, M.P. (2025). Intehratsiia STEM-pidkhodu v navchannia mikroelektroniky maibutnikh uchyteliv informatyky [Integration of the STEM approach into microelectronics education for future computer science teachers]. Nauka i tekhnika sohodni – Science and technology today, 8(49), 948–959. https://doi.org/10.52058/2786-6025-2025-8(49)-948-959 (in Ukrainian).
Shamonia, V.H., Diemientiev, Ye.,A., & Semenikhina, O.V. (2025a). Naochne modeliuvannia tsyfrovykh komponentiv komp’iuternoi arkhitektury pry vyvchenni mikroelektroniky [Visual modelling of digital components of computer architecture in the study of microelectronics]. Visnyk nauky ta osvity – Bulletin of Science and Education, 7(37), 1869–1878. https://doi.org/10.52058/2786-6165-2025-7(37)-1869-1878 (in Ukrainian).
Shamonia, V.H., Momot, R.A., & Semenikhina, O.V. (2025b). Vizualni metody navchannia osnov mikroelektroniky i arkhitektury komp’iutera: vykorystannia virtualnoho seredovyshcha Proteus [Visual methods for teaching the fundamentals of microelectronics and computer architecture: using the virtual environment proteus]. Visnyk Luhanskoho natsionalnoho universytetu imeni Tarasa Shevchenka. Pedahohichni nauky – Bulletin of the Taras Shevchenko National University of Luhansk. Pedagogical Sciences, (3), 90–96. https://doi.org/10.12958/3083-6514-2025-3-90-96 (in Ukrainian).
Downloads
Published
Issue
Section
Categories
How to Cite
License
Copyright (c) 2026 Володимир Шамоня, Владислав Беспалий
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)that allows others freely to use (read, copy and print) submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
