A student designed, Web-based learning program for circuit analysis

Shaffer, Edward; Mabry, Frank

doi:10.1109/fie.2000.897613

Cited by 13 publications

(9 citation statements)

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“…Computer-based instructional modules teaching electrical circuit analysis techniques have received a significant amount of interest over the last decade, see for instance (Ahmed & Bayoumi, 1994;Al-Holou & Abdallah, 1996;Al-Holou & Clum, 1999;de Coulon, Forte, & Rivera, 1993;Doering, 1996;Hanrahan & Caetano, 1989;Harris & Black, 1995;Jones & Conner, 1994;Nahvi, 1990;Oakley, 1993Oakley, , 1994Oakley, , 1996Pota, 1997;Shaffer & Mabry, 2000;Shannon, 1994;Yoshikawa, Shintani, & Ohba, 1992). This literature contains a wide variety of computer-based instructional modules that are designed to teach circuit analysis techniques.…”

mentioning

confidence: 98%

Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

Reisslein

Atkinson

Seeling

et al. 2006

Learning and Instruction

107

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confidence: 98%

Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

Reisslein

Atkinson

Seeling

et al. 2006

Learning and Instruction

107

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“…However, the steps involved in the mathematical solutions are not apparent to the user. Mallard, a software engine developed at the University of Illinois, was adapted by Bob Anderson at Iowa State University to support the teaching of an introductory electrical circuits course [11]. The tool most similar to that presented in this paper is a E Web-based system, CASTr, for training students in the framework of teaching electrical circuit theory [12], [13].…”

Section: Introductionmentioning

confidence: 99%

Lessons Learned in the Use of WIRIS Quizzes to Upgrade Moodle to Solve Electrical Circuits

et al. 2012

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Abstract-WIRIS quizzes is an online mathematics tool for educational purposes that upgrades Moodle quizzes, and allows the development of personalized quizzes using random data and conditional instructions. WIRIS quizzes can be used in any mathematics or science degree; its complex operators allow it to be used to solve electrical circuits.This tool promotes autonomous student learning and enables teachers to monitor that learning and make adjustments if necessary. Therefore, this tool improves teaching quality. It can also be used as an assessment tool by both the teacher and the student. This paper shows how WIRIS quizzes has been integrated into the virtual campus of the Polytechnic University of Catalonia (UPC), Spain to teach electrical circuits. Lessons learned in performing and using WIRIS quizzes with second year students at the UPC are shown.

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“…There have been a number of research studies that have explored several interventional methods to increase college students' problem-solving skills in undergraduate engineering courses [6][7][8][9]. More specifically, instructional strategies embedded within digital technologies have shown to significantly increase student achievement and problem-solving performance [10][11][12][13][14]. An advantage of employing digital technologies, such as cognitive tutors, to increase student achievement is the ability to digitally capture students' actions when using the system or working through problems.…”

Section: Introductionmentioning

confidence: 99%

“…Some examples include: frequency and duration using a digital system, number of visits to a web page, number of clicks on a web page etc. Research has shown that learning analytics can increase students' self-monitoring by informing them of their personal performance and progress [14,15]. In this experimental study, a digital MLE-based tutoring system was developed and implemented to increase student achievement and collect user interaction data to determine if user behavior affected student achievement.…”

Section: Introductionmentioning

confidence: 99%

Board 22: The Effects of Mobile Circuits on Student Learning Outcomes: Evidence from Real-time Time-stamped Interaction Data

Moses¹

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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This research paper presents a microscopic view of students' interactions with CircuitITS (CITS), a mobile learning environment-based (MLE) tutoring system that scaffolds students' circuits analysis process and Circuit Test Taker (CTT), an MLE-based test-taking tutoring system for circuit analysis that provides full-step solutions at the end of each simulated exam. The specific user behavior considered in this study was duration and frequency of use, the number of scaffolds (hints) utilized per problem and the level of difficulty of problems solved when using the MLE tutor. Scores from three examinations were recorded from all students throughout the semester. Multilevel longitudinal modeling was used to assess effects of the MLE on student exam scores over three examination periods. Results suggest that number of scaffolds utilized per problem, as well as the level of difficulty of the problems solved while using the tutors significantly increased student achievement during the semester. This research proposed that MLEs, digital assistive technology and learner analytics have the potential to increase student problem-solving performance and achievement through learning analytics and instructional strategies.

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A student designed, Web-based learning program for circuit analysis

Cited by 13 publications

References 0 publications

Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

Lessons Learned in the Use of WIRIS Quizzes to Upgrade Moodle to Solve Electrical Circuits

Board 22: The Effects of Mobile Circuits on Student Learning Outcomes: Evidence from Real-time Time-stamped Interaction Data

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