B-Learning in the Teaching-Learning of Boolean Function Simplification

Jimenez-Murillc, Jose A.; Ortiz-Ortiz, Octavio; Alvarado-Zamora, Laura Nelly; Jiménez-Hernández, Eréndira M.

doi:10.1109/conisoft.2018.8645934

Cited by 1 publication

(3 citation statements)

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“…B-Learning has been proven to have positive effects on students' satisfaction in different areas of learning [71,88]. It is for this reason that a B-Learning setting with an experimental or practical approach has been employed in some of the related studies [8,30,34,37] and in MiniBool, with the objective of reaffirming the knowledge acquired in classes, thus avoiding the problems of communication, association, and teamwork reported in Reference [81] when only a technology-mediated approach is employed.…”

Section: Blended Learningmentioning

confidence: 99%

“…Given the positive results obtained when using the MiniBool educational software tool in a B-Learning setting, the question arises: Could MiniBool be used with other pedagogical models? The pedagogical model used in this study, B-Learning, was selected after considering the content of the curriculum of the DM course and the learning outcomes of the BA unit, along with the positive evidence of use reported in some related works [8,30]. However, other pedagogical models have also proven to be effective in computing and engineering education, such as flipped classroom and project-based learning.…”

Section: Using Minibool In Other Pedagogical Models and Coursesmentioning

confidence: 99%

“…To support the teaching‐learning process of the simplification of Boolean functions, we have identified and analyzed the following technology‐based proposals: (a) the CAD package [34], an educational software that can be used to minimize logic functions to learn digital design, (b) WinLogiLab [20], a set of tutorials, whose objective is to achieve an initial understanding of digital logic design, (c) Karnaugh Map Analyzer [36], a desktop application, whose purpose is the simplification of K‐Maps and Boolean expressions, (d) the game‐based proposal from Reference [8], which is used to learn to minimize Boolean functions using K‐Maps, (e) Simple Solver [73], a desktop application with which to learn Boolean equations, logic gates, and flip‐flops, (f) Boolean Expression Calculator [6], a calculator, which is used to simplify Boolean expressions, and (g) Karnaugh Minimizer [37], a program that facilitates the minimization of Boolean functions. We also kept in mind the experience acquired with Boolean Soft [30], the first effort made by one of the authors of this article to reinforce learning of the Boolean expressions simplification.…”

Section: Related Workmentioning

confidence: 99%

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Using web‐based gamified software to learn Boolean algebra simplification in a blended learning setting

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One of the fundamental topics in the education of students enrolled in computer-related degrees is that of Boolean algebra. This is because it allows the expression of several problems related to digital design, artificial intelligence, databases, compilers, and formal languages, among others, as a sequence of Boolean operations and variables, which can be dealt with by using Boolean algebra methods to optimize algorithms, minimize digital components, and so forth. This study presents a piece of web-based software, denominated as MiniBool, which has been developed with the objective of supporting the learning of Boolean algebra in a blended learning setting. This educational proposal gives students the opportunity to reinforce learning at any time and in any place. It additionally increases the learners' motivation by including gamification, through the use of a ranking that shows the students' level of participation. MiniBool was evaluated by means of a formal experiment, which was carried out with Discrete Mathematics students at a higher education institution in Mexico, where two groups were formed randomly: A control group, whose members attended classes and reinforced their knowledge in a traditional manner with a pencil and paper, and an experimental group, which learned in a blended learning context, receiving the same classes as the control group, but reinforcing what they had learned using MiniBool. The statistical results obtained indicate that the use of MiniBool has a positive and motivating effect on learning and that a greater academic performance is achieved than when the traditional teaching-learning method is applied.

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