In this paper, the study aims to inquire into the impact of integrating creative thinking teaching through project-based learning in the engineering course. In the beginning, the quasi-experiment is implemented in the engineering course. The lecture-based teaching strategy is applied to the control group, while the experimental group applied the project-based learning strategy. All of the students are asked to propose their draft scheme of final project in the middle term, and then implement one system prototype as the final project in the end of semester. The draft scheme and prototype are reviewed by experts for measuring whether creativity has increased or not. Finally, a satisfaction questionnaire is delivered to evaluate the students’ opinions about the experimental classroom. The results show that the project-based learning approach is able to promote the creative thinking of students, especially with regard to fluency and flexibility. Moreover, the students in their interview thought suitable creativity thinking tools are an approach that can promote their creativity significantly. Hence, the various creative thinking tools must be provided for students in order to take advantage of developing creativity thinking habits.

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In this study, the head-mounted virtual reality (VR) technology is adpoted for computational thinking teaching in the AIoT Maker course teaching. The earthquake relief situation is designed in the VR in the course scenario, because in the context of situational thinking, pre-emptive training in the face of emergency disasters has been conducted through observation meetings or training courses. Through listening to lecturers or experienced personnel to share experiences, students often have a harder time thinking about real scenes and it is harder to think creatively how to design with the emergency disaster response. In view of this, this research will combine the development and evaluation of earthquake relief training courses for head-mounted VR and computational thinking experiments to explore the use of VR and computational thinking experiments to drive students to create ideas for real disaster relief scenarios. Through computational thinking, students think about different script situations and discuss in each scene to find a suitable maker design of the AIoT project. Finally, this study combined with its modular space program training to develop students' programming skills. According to the experiment, this study is able to strength students' practical learning motivation, and follow-up employ ability training for course learning.

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