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Research paper thumbnail of The Effectiveness of Learning Simulations for Electronic Laboratories

Journal of Engineering Education, 2002

This work investigates the efficacy of software simulations of electronic circuits laboratories t... more This work investigates the efficacy of software simulations of electronic circuits laboratories to support beginning electrical engineering students. Experiment 1 was a formative evaluation of an Electronic Laboratory Simulator (ELS), as an optional add-on to physical labs for 120 subjects at four universities. All subjects received the same treatment: their normal classes and physical labs, with optional use of simulated labs. Subjects took written tests specific to the lab's content, before and after using each simulated lab. Only subjects who took both pre-and post-tests were included. Pre-and post-test comparisons indicated significant improvement in both theory and lab knowledge when scores for all labs were combined, but inconsistent performance on individual labs. As the treatment included other learning opportunities in addition to simulated labs, the results were not attributed to the simulations, but provided initial indications and qualitative data on subjects' experiences. These helped to improve the labs and the implementation strategies. Experiment 2 used 40 college sophomores in a beginning electronic circuits lab. Physical lab subjects received seven physical labs. Combined lab subjects received a combination of seven simulated labs and two physical labs. The latter repeated two of the simulated labs to provide physical lab practice. Both treatments used the same assignments. Learner outcome measures were: (a) time required to complete a new criterion physical lab; (b) score on written lab and theory tests over all the labs; and (c) comments on the lab experience. The group that used combined simulated and physical labs performed significantly better on the written tests than the group using entirely physical labs. Both groups were equivalent in time to complete the criterion physical lab. Comments about the simulated labs were generally positive, and also provided specific suggestions for changes. The following sections describe some of the issues and prior work leading to electronic laboratory simulations. A. Electronic Laboratory Simulations Several simulations have been formulated for portions of electronics labs. Circuit Tutor, an electronic simulation for building circuits at the University of Illinois, is embedded in a virtual classroom that includes the simulation along with online discussions. Oakley [1] describes this work, which is associated with improvements in the grades of the learners compared to typical physical classroom methods. The system continues to use lectures to teach theory. The Electronic Workbench [2] is a popular circuit capture and simulation system that is frequently used for education and training. A simulation with a long history and positive results, it can be used with circuit design software to create and try out various circuits. The Electronic Workbench package includes tutorials and reference information, but without the detailed coaching of the ELS. Both Circuit Tutor and Electronic Workbench may reduce the cost and time of laboratory experiences, but the efficacy of these simulations compared with that of physical equipment labs is not well understood. The studies reported here investigate the extent to which laboratory simulations of electronics circuits that add realistic graphic representations of equipment, with immediate computer coaching, may replace some physical electronics laboratories. B. Learning Issues ELS is a commercial off-the-shelf simulator [3]. Using it as one of the examples, Campbell [4]proposes the following.

Research paper thumbnail of The Effectiveness of Learning Simulations for Electronic Laboratories

Journal of Engineering Education, 2002

This work investigates the efficacy of software simulations of electronic circuits laboratories t... more This work investigates the efficacy of software simulations of electronic circuits laboratories to support beginning electrical engineering students. Experiment 1 was a formative evaluation of an Electronic Laboratory Simulator (ELS), as an optional add-on to physical labs for 120 subjects at four universities. All subjects received the same treatment: their normal classes and physical labs, with optional use of simulated labs. Subjects took written tests specific to the lab's content, before and after using each simulated lab. Only subjects who took both pre-and post-tests were included. Pre-and post-test comparisons indicated significant improvement in both theory and lab knowledge when scores for all labs were combined, but inconsistent performance on individual labs. As the treatment included other learning opportunities in addition to simulated labs, the results were not attributed to the simulations, but provided initial indications and qualitative data on subjects' experiences. These helped to improve the labs and the implementation strategies. Experiment 2 used 40 college sophomores in a beginning electronic circuits lab. Physical lab subjects received seven physical labs. Combined lab subjects received a combination of seven simulated labs and two physical labs. The latter repeated two of the simulated labs to provide physical lab practice. Both treatments used the same assignments. Learner outcome measures were: (a) time required to complete a new criterion physical lab; (b) score on written lab and theory tests over all the labs; and (c) comments on the lab experience. The group that used combined simulated and physical labs performed significantly better on the written tests than the group using entirely physical labs. Both groups were equivalent in time to complete the criterion physical lab. Comments about the simulated labs were generally positive, and also provided specific suggestions for changes.

Research paper thumbnail of The Effectiveness of Learning Simulations for Electronic Laboratories

Journal of Engineering Education, 2002

This work investigates the efficacy of software simulations of electronic circuits laboratories t... more This work investigates the efficacy of software simulations of electronic circuits laboratories to support beginning electrical engineering students. Experiment 1 was a formative evaluation of an Electronic Laboratory Simulator (ELS), as an optional add-on to physical labs for 120 subjects at four universities. All subjects received the same treatment: their normal classes and physical labs, with optional use of simulated labs. Subjects took written tests specific to the lab's content, before and after using each simulated lab. Only subjects who took both pre-and post-tests were included. Pre-and post-test comparisons indicated significant improvement in both theory and lab knowledge when scores for all labs were combined, but inconsistent performance on individual labs. As the treatment included other learning opportunities in addition to simulated labs, the results were not attributed to the simulations, but provided initial indications and qualitative data on subjects' experiences. These helped to improve the labs and the implementation strategies. Experiment 2 used 40 college sophomores in a beginning electronic circuits lab. Physical lab subjects received seven physical labs. Combined lab subjects received a combination of seven simulated labs and two physical labs. The latter repeated two of the simulated labs to provide physical lab practice. Both treatments used the same assignments. Learner outcome measures were: (a) time required to complete a new criterion physical lab; (b) score on written lab and theory tests over all the labs; and (c) comments on the lab experience. The group that used combined simulated and physical labs performed significantly better on the written tests than the group using entirely physical labs. Both groups were equivalent in time to complete the criterion physical lab. Comments about the simulated labs were generally positive, and also provided specific suggestions for changes. The following sections describe some of the issues and prior work leading to electronic laboratory simulations. A. Electronic Laboratory Simulations Several simulations have been formulated for portions of electronics labs. Circuit Tutor, an electronic simulation for building circuits at the University of Illinois, is embedded in a virtual classroom that includes the simulation along with online discussions. Oakley [1] describes this work, which is associated with improvements in the grades of the learners compared to typical physical classroom methods. The system continues to use lectures to teach theory. The Electronic Workbench [2] is a popular circuit capture and simulation system that is frequently used for education and training. A simulation with a long history and positive results, it can be used with circuit design software to create and try out various circuits. The Electronic Workbench package includes tutorials and reference information, but without the detailed coaching of the ELS. Both Circuit Tutor and Electronic Workbench may reduce the cost and time of laboratory experiences, but the efficacy of these simulations compared with that of physical equipment labs is not well understood. The studies reported here investigate the extent to which laboratory simulations of electronics circuits that add realistic graphic representations of equipment, with immediate computer coaching, may replace some physical electronics laboratories. B. Learning Issues ELS is a commercial off-the-shelf simulator [3]. Using it as one of the examples, Campbell [4]proposes the following.

Research paper thumbnail of The Effectiveness of Learning Simulations for Electronic Laboratories

Journal of Engineering Education, 2002

This work investigates the efficacy of software simulations of electronic circuits laboratories t... more This work investigates the efficacy of software simulations of electronic circuits laboratories to support beginning electrical engineering students. Experiment 1 was a formative evaluation of an Electronic Laboratory Simulator (ELS), as an optional add-on to physical labs for 120 subjects at four universities. All subjects received the same treatment: their normal classes and physical labs, with optional use of simulated labs. Subjects took written tests specific to the lab's content, before and after using each simulated lab. Only subjects who took both pre-and post-tests were included. Pre-and post-test comparisons indicated significant improvement in both theory and lab knowledge when scores for all labs were combined, but inconsistent performance on individual labs. As the treatment included other learning opportunities in addition to simulated labs, the results were not attributed to the simulations, but provided initial indications and qualitative data on subjects' experiences. These helped to improve the labs and the implementation strategies. Experiment 2 used 40 college sophomores in a beginning electronic circuits lab. Physical lab subjects received seven physical labs. Combined lab subjects received a combination of seven simulated labs and two physical labs. The latter repeated two of the simulated labs to provide physical lab practice. Both treatments used the same assignments. Learner outcome measures were: (a) time required to complete a new criterion physical lab; (b) score on written lab and theory tests over all the labs; and (c) comments on the lab experience. The group that used combined simulated and physical labs performed significantly better on the written tests than the group using entirely physical labs. Both groups were equivalent in time to complete the criterion physical lab. Comments about the simulated labs were generally positive, and also provided specific suggestions for changes.