Introductory Circuit Analysis Learning From Abstract and Contextualized Circuit Representations: Effects of Diagram Labels

Abstract

Abstract-Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a "2 3" experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near-and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations.Index Terms-Circuit analysis instruction, circuit diagram, diagram label, electrical circuit analysis, multiple external representations, novice learner.

Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction

“…These prior studies [49]- [52] found that abstract representations improve learning compared to contextualized representations. In the prior study [53], the authors also found that verbal labels for the circuit representations (e.g., labeling the zigzag resistor symbol as representing an "electrical device") assist only with learning from contextualized representations, as the labels foster more active cognitive processing of the diagrams with the familiar contextualized representations. Labels did not aid learning from abstract representations; learning performance was equivalent for abstract representations without labels and for contextualized representations with labels.…”

“…Building on the authors' prior studies [49]- [52] indicating that abstract representations of the circuit elements better foster learning than contextualized representations, the present study employed abstract representations. Moreover, building on the authors' prior result [53] that verbal labels for the symbols in the circuit diagram do not significantly improve learning from abstract circuit representations, the present study employed abstract representations without verbal diagram labels. Concurrently, audio narration of the accompanying instruction test was played out.…”

Circuit simulators for circuit analysis in graduate engineering courses

“…A proper teaching and understanding of these topics are key in the correct development of the career ot the students (Johnson, Butcher, Ozogul, & Reisslein, 2014). Simple circuits containing few components can be analytically approached with regular graduate mathematics (complex numbers, arrays and calculus) or experimentally studied within basic workbenches.…”

Undergraduate Engineering Students’ Representational Competence of Circuits Analysis and Optimization: An Exploratory Study

“…This study explores the use of multiple student-generated and computer-generated representations as a feasible mechanism to improve conceptual understanding of electric circuits [8][9][10] . Thus, the guiding research questions are: How effectively do students use multiple representations of electric circuits?…”

“…A main concern for educational researchers and educators has been finding ways to improve current learning techniques to consequently improve students' conceptual understanding. Examples of such strategies consist of including computational and laboratory activities, and components of cyberlearning tools used along with traditional materials.This study explores the use of multiple student-generated and computer-generated representations as a feasible mechanism to improve conceptual understanding of electric circuits [8][9][10] . Thus, the guiding research questions are: How effectively do students use multiple representations of electric circuits?…”