Design and Development of Online Media Learning on Analog Electronics Course under COVID-19

Praselia, Dayane; Handayani, Anik Nur; Wibawanto, Slamet; Mustika, Soraya Norma; Kurniawan, Wendy Cahya; Asmara, Rosa Andrie

doi:10.1109/ieit53149.2021.9587415

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…The student does not lose contact with real projects, as often happens in the context of employing simulators. Therefore, the IoT remote laboratory has a much more significant benefit for the student than the TinkerCad simulator [14,15]. Moreover, the mentioned simulator does not contain the possibility of programming STM32 microcontrollers, which is focused on microprocessor technology.…”

Section: Functionality Resultsmentioning

confidence: 99%

“…It is currently a widely used tool for simulating electronic circuits, similar to Proteus software, OrCad, Multisim, and other platforms. Tinkercad offers basic electronic components, sensors, platforms (Arduino, Raspberry Pi) and measuring instruments (oscilloscope, voltmeter or ammeter), with which simple circuits can be simulated [14,15]. Moreover, it also offers the possibility of the simple modeling of 3D objects.…”

Section: Introductionmentioning

confidence: 99%

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Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Jacko

Beres

Kovacova

et al. 2022

Sensors

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The article describes the implementation of IoT technology in the teaching of microprocessor technology. The method presented in the article combines the reality and virtualization of the microprocessor technology laboratory. A created IoT monitoring device monitors the students’ microcontroller pins and sends the data to the server to which the teacher is connected via the control application. The teacher has the opportunity to monitor the development of tasks and student code of the program, where the functionality of these tasks can be verified. Thanks to the IoT remote laboratory implementation, students’ tasks during the lesson were improved. As many as 53% (n = 8) of those students who could improve their results achieved an improvement of one or up to two tasks during class. Before the IoT remote laboratory application, up to 30% (n = 6) of students could not solve any task and only 25% (n = 5) solved two tasks (full number of tasks) during the class. Before implementation, 45% (n = 9) solved one problem. After applying the IoT remote laboratory, these numbers increased significantly and up to 50% (n = 10) of students solved the full number of tasks. In contrast, only 10% (n = 2) of students did not solve any task.

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Section: Functionality Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Jacko

Beres

Kovacova

et al. 2022

Sensors

View full text Add to dashboard Cite

show abstract

“…The main challenge is the cost, and hence, pooling of resources or joining existing platforms has been encouraged [7]. The goal of instructors has been to create tools for conducting laboratories as established by [8][9][10][11][12][13][14][15][16][17][18][19].…”

Section: Related Workmentioning

confidence: 99%

Cloud-Based, Expandable—Reconfigurable Remote Laboratory for Electronic Engineering Experiments

et al. 2022

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This article describes the design and development of the NI myRIO device-based remote laboratory. The cloud-based, expandable, and reconfigurable remote laboratory is intended to give students access to an online web-based user interface to perform experiments. Multiple myRIO devices are programmed to host several experiments each. A finite state machine is used to select specific experiments, while a single state can contain several. The laboratory web virtual instruments interfaces are hosted on the SystemLink cloud and SystemLink server. A user-friendly interface has been designed to help students to understand important electronic concepts. Virtual and real experiments were fused to give students a wide range of experiments they can access online. The instructor can check outputs of an experiment being executed on the device. Achieving connection between myRIO and SystemLink through global variables and SystemLink ensured that the low-cost device was utilized, and this is suitable for third-world countries’ universities that cannot afford expensive equipment. Students can perform the experiments which have some resemblance to physical execution. The system is expandable in that the number of myRIO devices or number of experiments can be increased to suit changing requirements. The reconfigurability of the system is such that the finite state machine-based coding technique permits only one experiment to be selected, configure the system, and run while other experiments are idle.

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Harmonizing digital and analog electronics: Exploring strengths, weaknesses, and future synergies

Xie

2024

2023 International Conference on Mechatronic Automation and Electrical Engineering (Icmaee2023)

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Design and Development of Online Media Learning on Analog Electronics Course under COVID-19

Cited by 4 publications

References 4 publications

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Cloud-Based, Expandable—Reconfigurable Remote Laboratory for Electronic Engineering Experiments

Harmonizing digital and analog electronics: Exploring strengths, weaknesses, and future synergies

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