Virtual Environment in Engineering Education

The Role of Guidance, Knowledge and Skills Development in Electronic Circuits Teaching

Dados Bibliográficos

ID22041871
AutoresChristos Tokatlidis (0009-0006-0748-6703, International Hellenic University), Sophia Rapti (0009-0003-4741-6572, Aristotle University of Thessaloniki), Sokratis Tselegkaridis (0000-0003-0825-0787, Aristotle University of Thessaloniki, autor correspondente), Theodosios Sapounidis (0000-0002-0763-2516, Aristotle University of Thessaloniki), Dimitrios Papakostas (0000-0002-6816-1965, International Hellenic University), Dimitrios K Papakostas (0009-0002-4842-6070, International Hellenic University)
Ano2024
Volume14
Fascículo12
Páginas1336
Data de publicação2024-12-06
Open AccessSim
TipoARTICLE
PeriódicoEducation Sciences (JOURNAL)
Identificadores do periódicoISSN: 2227-7102 • E-ISSN: 2227-7102
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14121336
OpenAlexW4405108274
IdiomaEN
Citações recebidas1
Referências citadas53

Information and Communication Technologies can create effective learning experiences and might enhance students’ knowledge and skills. In particular, virtual technologies are emerging as a transformative tool in education, in areas such as electronic circuits. Studies have shown that virtual environments in electronic circuit education could provide students with immersive learning experiences, facilitating the practical application of circuit theory in a cost-effective and safe manner. Yet, this field, and especially the operational amplifiers, is limitedly explored regarding the most efficient approach to knowledge and skills development along with the role of teacher’s guidance. Therefore, this paper investigates the impact of a virtual environment on 138 engineering students’ outcomes using a pre-/post-test design. For the data analysis, among other methods, t-tests, ANCOVA, and repeated measures ANOVA were employed. Based on our results, the virtual setting can affect positively the students’ knowledge and improve their skills, revealing a correlation between these two aspects. Regarding the impact of guidance, our analysis showed that although students who received guidance generally performed better than those who did not, the differences were not statistically significant. Thus, this paper aims to serve as a useful guideline for educators and researchers willing to explore the circuit field utilizing virtual tools

Knowledge management · Pedagogy · Transformative learning · Computer Science · Experimental Learning in Engineering · Innovative Teaching Methods · Psychology · Virtual Reality Applications and Impacts

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