Exploring the Role of Interfaces in Microcontroller Circuits
An Analysis of Students’ Performance and Usability
Bibliographic Data
| ID | 20294248 |
|---|---|
| Authors | Sokratis Tselegkaridis (0000-0003-0825-0787, Aristotle University of Thessaloniki), Theodosios Sapounidis (0000-0002-0763-2516, Aristotle University of Thessaloniki), Christos Tokatlidis (0009-0006-0748-6703, International Hellenic University), Dimitrios Papakostas (0000-0002-6816-1965, International Hellenic University) |
| Year | 2025 |
| Volume | 68 |
| Issue | 2 |
| Pages | 258-267 |
| Publication date | 2025-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IEEE Transactions on Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-9359 • E-ISSN: 1557-9638 |
| Publisher | Institute of Electrical and Electronics Engineers (IEEE) (PUBLISHER) |
| DOI | 10.1109/te.2025.3551927 |
| OpenAlex | W4409019248 |
| Language | EN |
| References cited | 65 |
Contribution: This study focuses on microcontroller circuits and aims to: 1) investigate the impact of formal reasoning on students’ post-knowledge using catastrophe theory; 2) compare the different combination sequences of tangible user interface (TUI) and graphical user interface (GUI); and 3) assess the usability of both interfaces and explore potential correlations between perceived usability and students’ post-knowledge. Background: Although in the existing literature, there are a few studies investigating the role of the sequence of TUI and GUI in students’ post-knowledge, particularly in the microcontroller circuits there is a notable lack of related studies. Also, in this field, the effect of formal reasoning on students’ post-knowledge has not been investigated. Research Questions: Does formal reasoning affect students’ post-knowledge in microcontroller electronic circuits? Does interface sequence have any impact on students’ post-knowledge? Does interface sequence impact students’ usability perception of the TUI and GUI? Does student perceived usability correlate with their post-knowledge? Methodology: The intervention had a sample size of 134 university students who conducted four microcontroller exercises. In addition, statistical analysis employed the nonlinear Cusp catastrophe model, t-tests, and ANCOVA along with bootstrapping. Findings: Interface sequence has no impact on students’ post-knowledge, while students’ answers showed a significant difference in the evaluation of usability in favor of the real circuit. Cusp model showed that formal reasoning influences achievement and can act as bifurcation factor denoting that beyond a threshold value nonlinear changes in performance can occur
Electrical engineering · Electronic circuit · Embedded system · Human–computer interaction · Microcontroller · Usability · Computer Science · Engineering · Experimental Learning in Engineering
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| Highly cited | No |
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