CATE: A Circuit Analysis Tool for Education

DePiero, Fred W.; McKell, K. Clay; Benson, Bridget

doi:10.18260/p.26463

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…As examples of prior art, recent publications on circuit theory e-learning solutions by Weyten et al (2009) [15], Skromme et al (2015) [16] and by DePiero et al (2016) [17] focus in topics on introductory linear circuit analysis such as basic laws and theorems, equivalent circuits, nodal analysis, mesh analysis, superposition, DCanalysis and AC-analysis. These topics cover roughly 75% of Circuit Theory 1.…”

Section: Why Moodle Stack?mentioning

confidence: 99%

Circuit Theory E-Assessment Realized in an Open-Source Learning Environment

Neitola

2019

Int. J. Eng. Ped.

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This study discusses university-level e-education on circuit theory. Automatic assessment activities were realized in the learning environment Moodle with symbolic math enhancement plugin STACK. With a comprehensive set of self-study e-assignments, the desired outcome was to help the students to improve their conceptual understanding. Here, the instructional approach is to assign take-home e-activities during the course. The rationale for such approach is to guide the student to prepare themselves for the final exam. This study compares the learning results with the previous year’s traditional paper exams. E-activities can improve learning, but a lot of attention must be paid to two issues: realizing the activities and students’ learning skills. Moreover, the structure of a circuit theory e-quiz differs from a typical mathematics quiz, which is also discussed here

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Section: Why Moodle Stack?mentioning

confidence: 99%

Circuit Theory E-Assessment Realized in an Open-Source Learning Environment

Neitola

2019

Int. J. Eng. Ped.

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“…Previous student opinion surveys on CATE [15] were favorable. Our next major step will be to use the assessment tools described herein to more critically evaluate the benefits of CATE with larger numbers of students.…”

Section: Conclusion and Future Effortsmentioning

confidence: 95%

Board # 49 : Learner-centered Design of a Web-based Teaching Tool for Circuit Analysis with Embedded Assessment Features

DePiero

Benson

McKell

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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CATE, the Circuit Analysis Tool for Education, is a web-based teaching and learning system for linear circuit analysis. It supports active, assisted and passive learning modes. Students can tackle a particular circuit analysis problem using different learning modes and different techniques. CATE provides a learner-centered environment where the path through examples and problems is driven by a student's navigational choices. This allows students to easily transition between active, assisted and passive learning.The purpose of assisted learning is to promote the development of abilities that are key building blocks for circuit analysis. These key abilities include the formation of KCL and KVL equations for nodal and mesh analysis. The goal of assisted learning is to lessen the frustration for students who might otherwise only have access to the final answers associated with a circuit analysis problem.New features of CATE include the assisted learning mode, as well as the ability to transition between different learning modes for the same circuit. Another new feature is a circuit generation algorithm that can produce billions of different AC circuit topologies. CATE can now also generate exam questions with solutions.Past student satisfaction surveys indicated a generally positive attitude towards CATE and its benefit to learning. To better examine the impact of CATE on student learning we have developed new embedded assessment tools that track students' activity longitudinally. The resolution of these data can be adjusted from a finer detail with individual clicks to more coarse versions describing runs of activity of similar type. Data sets can be augmented by uploading external assessments such as quiz grades, or by using quiz questions generated internally by CATE. Longitudinal activity and assessment data are recorded temporally in a database to form an integrated picture of student use and ability. We have also developed a feedback mechanism for an instructor that indicates which learning objectives are being investigated by students and at what difficulty level. These data describe activity in a cross-sectional fashion for a student population.To be clear, CATE provides functionality that is different from SPICE. Each does provide values for voltages and currents in a circuit. However SPICE does not present intermediate equations associated with various types of analyses. Furthermore CATE helps address some common misconceptions such as the identification of series and parallel elements. It also provides an environment that allows students to readily build on their prior abilities by scaffolding.

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“…It also uses the idea of sought variable transformations [18,19] to permit simplification of circuits in series or parallel without losing the desired unknown, called the sought variable. Some similar random problem generation systems have been developed by other workers [22][23][24][25][26], but have either not been fully developed [22,23,26] or have not demonstrated clear learning gains [24,25]. The system uses carefully graded levels of difficulty, starting with easy problems to build confidence.…”

Section: Overview Of the Systemmentioning

confidence: 99%