Electronic device of didactic and electrometric interest for the study of R
 L
 C circuits

Rodríguez, Angel Luis Pérez; Bernal, Juan José Peña; Balsera, Benito Mahedero

doi:10.1119/1.11868

Cited by 4 publications

(1 citation statement)

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“…Our own research group has had long-term experience (over 25 years) in the development and use of teaching materials and computer simulations [37][38][39][40][41][42]. In spite of the fact that the teaching effectiveness of these simulations has been repeatedly proven, in developing effective…”

Section: B Drawback Of Traditional Simulationsmentioning

confidence: 99%

Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

Martínez

Naranjo

Pérez

et al. 2011

Phys. Rev. ST Phys. Educ. Res.

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This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets complemented with a photorealistic visual output. This new virtual environment concept, which we call hyper-realistic, transcends basic schematic simulation; it provides the user with a more realistic perception of a physical phenomenon being simulated. We compared the learning achievements of three equivalent, homogeneous groups of undergraduates—an experimental group who used only the hyper-realistic virtual laboratory, a first control group who used a schematic simulation, and a second control group who used the traditional laboratory. The three groups received the same theoretical preparation and carried out equivalent practicals in their respective learning environments. The topic chosen for the experiment was optical aberrations. An analysis of variance applied to the data of the study demonstrated a statistically significant difference (p value <0.05) between the three groups. The learning achievements attained by the group using the hyper-realistic virtual environment were 6.1 percentage points higher than those for the group using the traditional schematic simulations and 9.5 percentage points higher than those for the group using the traditional laboratory

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Section: B Drawback Of Traditional Simulationsmentioning

confidence: 99%

Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

Martínez

Naranjo

Pérez

et al. 2011

Phys. Rev. ST Phys. Educ. Res.

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Resource Letter: TE-1: Teaching electronics

Henry

2002

American Journal of Physics

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This Resource Letter examines the evolution, roles, and content of courses in electronics in the undergraduate physics curriculum, and provides a guide to resources for faculty teaching such courses. It concludes with a brief section addressing problems of electromagnetic interference in electronic systems, and provides an introduction to the literature and practice of electromagnetic compatibility. I have included textbooks, reference books, articles, collections of laboratory experiments and projects, sources of equipment and parts, software packages, videos, and websites.

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A “Trick and Think” Approach to a Second-order Circuit Lab

Bordoni¹,

Estrada²

2015 ASEE Annual Conference and Exposition Proceedings

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Electronic device of didactic and electrometric interest for the study of R L C circuits

Cited by 4 publications

References 0 publications

Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

Resource Letter: TE-1: Teaching electronics

A “Trick and Think” Approach to a Second-order Circuit Lab

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