Teaching Linear Circuit Analysis Techniques with Computers
Teaching Linear Circuit Analysis Techniques with Computers
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用计算机教授线性电路分析技术
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
T. Frank
中科院分区：
文献类型：
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作者：
B. Skromme;Qiao Wang;P. Rayes;J. Quick;R. Atkinson;T. Frank
我们描述了最近的进展，在一个步骤为基础的计算机为基础的辅导系统，以帮助教学的介绍线性电路分析课程，并初步评估其对学生学习的影响，在对照试验。该系统是基于一个软件引擎，可以生成指定特性的随机电路拓扑问题，以及使用通常在入门课程中教授的技术执行的完整解决方案。一个图形电路编辑器，方程输入系统使用预定义的模板为每个术语，一个简化的代数和矩阵方程输入系统已实施接受和评估各种各样的学生输入，而不仅仅是数字答案。教学功能，如颜色编码和特定的电流和电压的标签已经实施，以澄清描述电路的节点和网格方程的起源。已开发的教程包括识别串联和并联电路元件，并编写节点和网格方程。一个基于实验室的评估，其中两个教程使用付费的学生志愿者显示，他们是约10倍的有效性，传统的教科书练习，以促进学生学习这些主题时，使用相同的时间，具有统计学上的显着差异。发现教程使用的效应量为1.21合并标准差（即，a Cohen d值为1.21）。因此，这种类型的系统预计将是一个很大的改进，传统的家庭作业，当充分实施。
We describe recent progress in the development of a step-based computer-based tutoring system to aid in the teaching of introductory linear circuit analysis courses, and preliminary assessment of its effect on student learning in a controlled trial. The system is based on a software engine that can generate problems with random circuit topologies of specified characteristics as well as full solutions performed using techniques typically taught in introductory classes. A graphical circuit editor, an equation entry system using pre-defined templates for each term, a simplified algebraic and matrix equation entry system have been implemented to accept and evaluate a wide variety of student inputs, rather than just numerical answers. Pedagogical features such as color coding and labeling of specific currents and voltages have been implemented to clarify the origin of node and mesh equations describing a circuit. Tutorials have been developed covering identification of series and parallel circuit elements, and writing of node and mesh equations. A laboratory-based evaluation of two of these tutorials using paid student volunteers showed that they are about 10X as effective as conventional textbook exercises in promoting student learning of these topics when used for the same period of time, with a statistically significant difference. The effect size of the tutorial usage is found to be 1.21 pooled standard deviations (i.e., a Cohen d -value of 1.21). This type of system is therefore expected to be a great improvement over conventional homework, when fully implemented.