Analysing Students’ Achievement in the Learning of Electronics Supported by ICT Resources

Abstract

Over the past few decades, the incipient growth of technology applications sustained by electronics has contributed to the adaption of learning programs in many engineering degrees at university, fostering the presence of electronics subjects. This highlights the paramount importance of improving the teaching of electronics, especially in the first years of Bachelor’s degrees in engineering. However, despite the fact that the teaching programs have been periodically renewed with more practical sessions, the students’ outcomes are still noticeably low. So far, results only confirm improvements in the students’ performance in the resolution of electronic circuits. Nonetheless, this is generally subject to the application of repetitive circuit resolution models, to the detriment of the real and active understanding of electronic principles. In this context, this study assesses the actual efficacy of different ICT (Information, Communication and Technology) resources, introduced into an electronics course, taught in an engineering Bachelor’s degree, within the Spanish official university system. These resources have been sequentially introduced during five consecutive years. We have conducted a statistical analysis to infer whether all the resources are equally relevant for the achievement of the students or not. In addition, we have designed a survey to measure the perceived improvement in the understanding of concepts, acquired competences, and reported satisfaction and attitude towards the use of specific resources during the program. Amongst others, LMS (Learning Management System) support, online PBL (Problem-Based Learning) activities, and CSA (Circuit Simulation Applets) have been considered. Overall, the designed learning program has been intended to provide students with long-term references to enrich their resources’ background regarding electronics.

How Augmented Reality Could Improve the Student’s Attraction to Learn Mechanisms

“…The students should feel motivated and immersed in the learning process [14], thereby allowing them to play a more active role [15]. There are many works that address these new technologies and teaching methods for higher education, in line with current trends: as an educational tool for teaching drone programming [16], as simulation software for designing and testing different types of controllers [17], as a didactical robot environment for robot programming and control [18], or as a new learning program designed for active learning of electronics [19]. Thus, engineering programs should incorporate content that makes the transition from scientific knowledge to modern technologies [20], so that graduates can adapt and learn the skills needed to cope in the industry after becoming employees.…”

Project-Based Learning and Evaluation in an Online Digital Design Course

“…PBL has a number of reported benefits such as preparing students to deal with real world challenges simulating what professionals do on an everyday basis. Several success stories have been reported in literature showing benefits of PBL in digital system design courses [13][14][15][16][17][18][19][20][21] as well as in other related engineering areas [22][23][24][25][26][27][28][29][30][31]. In particular, these studies demonstrate improvement in lecture attendance and student performance [13][14][15][16]20], reducing management time spent by instructors [13] (after the projects have already been prepared), higher workload, and involvement of students leading to more practical and cross-curricular skills acquired [15,[17][18][19]21], developing students' documentation skills [20].…”