The Effectiveness of Learning Simulations for Electronics Laboratories
J. Olin Campbell
Brigham Young University
John R. Bourne
Vanderbilt University
Pieter J. Mosterman
DLR Oberpfaffenhofen
Arthur J. Brodersen
Vanderbilt University
Abstract
This work investigates the extent to which a
software simulation of electronic circuits labs can support beginning
electrical engineering students. Experiment 1 was a formative
evaluation of use 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, which included
their normal classes and physical labs, with optional use of simulated
labs. Subjects took written tests that were specific to the lab's
content, before and after using each simulated lab. Only subjects who
took both pre- and posttests were included. Pre- and posttest
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 did yield 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 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.