An increasing number of physical objects are being connected to the Internet realizing the idea of the so-called Internet of Things (IoT). A basic example is the idea of smart homes. There are also other domains in which the IoT can play an important role and improve the quality of our lives. These applications include transportation, healthcare, industrial automation, and emergency response. Since project-based learning (PBL) provides contextualized and authentic learning, which has been demonstrated to foster higher order thinking while promoting acquisition of content-area knowledge, this project applies PBL for learning of IoT application development. A PBL curriculum was designed to emphasize a real-world problem (specifically, designing a smart watch for monitoring the state of pressure and the quality of the sleep) while enhancing learning motivation, learning emotion and performance, and fostering the creativity and problem-solving skills necessary for innovation and excellence in the learners' future professional careers as IoT application developers. The study will adopt a pretest and posttest quasi-experimental design. Over an 16-week intervention, the control group will receive traditional instructions while the experimental group will receive PBL instructions. Analysis of covariance (ANCOVA) will be used to compare the learning outcomes of the two research groups. This study will explore how different teaching strategies affect students' creativity and problem-solving skills and, at the same time, acquiring engineering knowledge for developing IoT applications.