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Register a new userPromoting student engagement in undergraduate science electronics labs with the use of a low-cost, standalone, microcontroller-based learning platform
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Encouraging student engagement is a key aim in any educational setting. Allowing students the freedom to pursue their own methods of solving problems through independent experimentation has been shown to markedly improve this. In many contexts, however, allowing students this flexibility in their learning is hampered by constraints of the material itself, such as in the electronics laboratory, where expensive equipment confines the learning environment to the laboratory room. To address this, we present the development of a low-cost, portable electronics learning platform, the WinterLab board and software interface, designed for use in an introductory science undergraduate electronics course. The platform is comparable or lower in cost than a typical textbook, fits in the palm of the hand, connects to the users computer via USB, and incorporates all equipment used in a typical undergraduate electronics laboratory. The WinterLab platform was given to a subset of students in the 2019 edition of an electronics and signal processing second year undergraduate course, who used it to complete the courses laboratory curriculum. Students reception of the board was positive, and several requested to keep the board beyond the end of the semester for use in personal projects. Equipping students with a low-cost test and measurement platform, such as the WinterLab board, that can be used at home and kept after the end of the course represents an accessible avenue for improving engagement in electronics learning at the science undergraduate level.
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Knowledge of quantum mechanical systems is becoming more important for many science and engineering students who are looking to join the emerging quantum workforce. To better prepare a wide range of students for these careers, we must seek to develop new tools to enhance our education in quantum topics. We present initial studies on the use of one of these such tools, Quantum Composer, a 1D quantum simulation and visualization tool developed for education and research purposes. In particular, we conducted five think-aloud interviews with students who worked through an exercise using Quantum Composer that focused on the statics and dynamics of quantum states in single- and double-harmonic well systems. Our results show that Quantum Composer helps students to obtain the correct answers to the questions posed, but additional support is needed to facilitate the development of student reasoning behind these answers. In addition, we find that students explore familiar and unfamiliar problems in similar ways, indicating that Quantum Composer is a useful tool for exploring systems that students have not seen before.
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Immersive virtual reality (VR) has enormous potential for education, but classroom resources are limited. Thus, it is important to identify whether and when VR provides sufficient advantages over other modes of learning to justify its deployment. In a between-subjects experiment, we compared three methods of teaching Moon phases (a hands-on activity, VR, and a desktop simulation) and measured student improvement on existing learning and attitudinal measures. While a substantial majority of students preferred the VR experience, we found no significant differences in learning between conditions. However, we found differences between conditions based on gender, which was highly correlated with experience with video games. These differences may indicate certain groups have an advantage in the VR setting.
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