Using Tablet PCs and Interactive Software in IC Design Courses to Improve Learning

Simoni, Mario

doi:10.1109/te.2011.2105873

Cited by 22 publications

(9 citation statements)

References 9 publications

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“…For example, Derting and Cox (2008) showed an increase in grades within a portion of the class that was exposed to laptop computers; unfortunately the computer use in their study largely occurred on the part of the faculty member, making comparisons with our study difficult due to the difference in methodology. In a study with similar laptop computer usage as in our study, students in engineering classes saw some gains in academic performance but they were not statistically significant, nor were there consistent gains across all tasks (Simoni 2011). The findings of Simoni (2011) are consistent with our study and with the fact that while students felt that laptop computers were important to their academic success, in actuality there were no significant gains in grades during the semester.…”

Section: Student Performancesupporting

confidence: 85%

“…In a study with similar laptop computer usage as in our study, students in engineering classes saw some gains in academic performance but they were not statistically significant, nor were there consistent gains across all tasks (Simoni 2011). The findings of Simoni (2011) are consistent with our study and with the fact that while students felt that laptop computers were important to their academic success, in actuality there were no significant gains in grades during the semester.…”

Section: Student Performancesupporting

confidence: 85%

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In-class use of Laptop Computers to Enhance Engagement within an Undergraduate Biology Curriculum: Findings and Lessons Learned

Poling

Smit

Higgs

2013

Bioscience Education

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Laptop computers were provided for use in three biology classes with differing formats (a second year lecture course of 100 students, a third/fourth year lecture course of 50 students, and a second year course with > 250 students, in groups of 25 during the laboratory portion of the class) to assess their impact on student learning and engagement. In lecture courses, laptop computers were used for web-based exercises to collect and analyse information while in the laboratory, these computers were used to compile student data into a single dataset for analysis. Over a three year study period, student responses were generated using surveys with a Likert response scale. In the third/fourth year lecture course, student satisfaction was the greatest; students strongly agreed that the laptop computers were enjoyable and helpful and felt that the classroom environment was very interactive. However, comparison of examination scores between years with and without laptop computer-based instruction did not show a measurable difference in student learning. In the second year lecture course, students had similar experiences but the average student responses were lower. In the laboratory course, student responses were neutral, possibly due to difficulties associated with limited time to familiarise themselves with the technology and/or variation in laboratory instructors. Student feedback indicated that technology can have a positive impact on student experience but difficulties with technical issues can counteract benefits, necessitating careful preparation and implementation of technology use.

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Section: Student Performancesupporting

confidence: 85%

Section: Student Performancesupporting

confidence: 85%

In-class use of Laptop Computers to Enhance Engagement within an Undergraduate Biology Curriculum: Findings and Lessons Learned

Poling

Smit

Higgs

2013

Bioscience Education

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“…The mean score for the ESCE students were higher (81.72) than the traditional students (78.26) however the standard deviation shows a greater dispersal for the final test scores of traditional students (12.69) as opposed to ESCE students (9.28). 12 This suggests that the ESCE method is more helpful to average and better students than to exceptional students, even as the modal group for the final scores for either traditional or the ESCE program was the 80–90 range. However, only 35.2% of the traditional students are found in the 80–90 range as compared to 53.7% of ESCE students in the 80–90 range.…”

Section: Assessment Of Escs Methodsmentioning

confidence: 99%

Extending engineering specialty course concepts in electrical engineering education

Tao

Zhang

Yuan

et al. 2015

International Journal of Electrical Engineering & Education

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Undergraduate electrical engineering students often fail to see the real life relevance of concepts taught in traditional lectures and classroom instruction. Our research shows how this problem can be addressed. This paper describes the process of developing an Extended Specialty Course Education (ESCE) project for teaching over-voltage courses to junior undergraduates at Wuhan University. This project included two pedagogical components: literature review skills and project-based learning (PBL). First, students are asked to search text-based literatures from electronic databases and analyze the latest over-voltage research results; secondly, students design a project using specialty software in teams to demonstrate core over-voltage concepts. Students' feedback and a comparison of final exam scores suggest that PBL helps students become more engaged with coursework, improves the cohort's average final scores and hopefully hones the participants' critical thinking skills. Since open-ended general comments from participants supported this instructional method, extended educational techniques will be more widely applied in future courses. Several convincing ideas for improving specialized engineering education will be presented after discussing this project. KeywordsExtended specialized course education (ESCE), project-based learning (PBL), assessment, demonstration, feedback Engineering education should help students understand the discipline as an applied science profession so as to encourage them to acquire the knowledge and skills

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“…Active learning takes the student from the traditional passive position and offers more possibilities for engagement. Several studies provide evidence of the positive correlation between increased students engagement and their increased school performance and their retention of content in contrast to passive reception (Smith et al, 2005), (Simoni, 2011). The use of tablets in a classroom increases the level of student engagement (Shishah et al, 2013).…”

Section: Low Student Performancementioning

confidence: 99%

Understanding the Correlation between Teacher and Student Behavior in the Classroom and Its Consequent Academic Performance

Damasceno

Ferreira

Oliveira

2019

Proceedings of the 11th International Conference on Computer Supported Education

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Education in Brazil has reflected in students' poor academic performance. To reverse this scenario, we propose a technological ecosystem for classroom management which we call Classroom Management (GSA, acronym in Portuguese for Gestão de Sala de Aula). The technology focuses on increasing teenagers' performance and reducing dropout rates. The GSA promotes student engagement in classroom activities; allows the monitoring of students while performing these activities; creates channels of communication between teacher and student; automatically addresses the level of understanding of the class; promotes student participation in class discussions. We tested the GSA and got promising results: 1) For more than seventy percent of the students, the use of technology made them understand the subject better; 2) 85% of them reported that the GSA increased their participation in the classroom activities; 3) For more than 90% of the students, the class has become more interesting, and; 4) 88% of them would like to use the system in all disciplines. For teachers, the GSA: 1) Has not become an object of distraction in the classroom (opinion, 92% of them); 2) It made the students more participative (89%); 3) It made the class more dynamic (82%) and 4) Would like to use the GSA in all their classes (81%).

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Using Tablet PCs and Interactive Software in IC Design Courses to Improve Learning

Cited by 22 publications

References 9 publications

In-class use of Laptop Computers to Enhance Engagement within an Undergraduate Biology Curriculum: Findings and Lessons Learned

In-class use of Laptop Computers to Enhance Engagement within an Undergraduate Biology Curriculum: Findings and Lessons Learned

Extending engineering specialty course concepts in electrical engineering education

Understanding the Correlation between Teacher and Student Behavior in the Classroom and Its Consequent Academic Performance

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