Multimedia Learning: Simulated vs. Real-World Digital Logic Circuit Curriculum

Multimedia Learning: Simulated vs. Real-World Digital Logic Circuit Curriculum

Jared Wuerzburger (Indiana State University, USA) and Oscar G. Henriquez (Indiana State University, USA)
DOI: 10.4018/978-1-5225-9438-3.ch012
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Instructors, professors, and lecturers are always seeking to provide students with real-world experiences that provide hands-on instruction, particularly in technical, engineering, and professional education environments. Many barriers to providing realistic project-oriented classroom experiences include safety, overall cost, procurement of necessary laboratory components, and available physical space. The study conducted analyzed the two randomly sampled student groupings of digital experiences and real-world experiences at a midwestern university, with groupings named traditional hands-on lab and MultiSim, respectively. Grouping 1 utilized digital labs simulations utilizing MultiSim while Grouping 2 used the traditional form of physical labs. The analysis did not indicate a statistically significant difference in student performance between groups using MultiSim (M=26.38, SD=14.527) and students using traditional hands-on methods (M=21.39, SD=16.284) t(45)=-1.11, p=.274. Implications, and recommendations are featured to provide context.
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The goal of this work is to contribute to the growth and development of future generations of scientists, engineers, and technologists through educational materials delivered primarily through virtualized and simulated learning environments. This study has the potential to impact the field of education in several ways. Due to the increased availability of Simulation, Virtual Reality, and S3D instructional technology in the classroom, and the lack of available research documenting its efficacy, this study would act as a research example and a foundation for this line of inquiry. Current trends in educational technology research situate virtual reality, powered by simulation techniques, as more likely to keep student attention than with most other forms of visualization.

Key Terms in this Chapter

Meaningful Learning: The process of meaningful learning occurs when students build knowledge and cognitive processes which are required to prefer a problem-solving task.

Dual Coding Theory: Dual coding theory proposes that information received from combined verbal and visual sources can be integrated and retrieved from either channel. Stimuli can also elicit visuals from verbal information and verbal information from visuals. This theory is integrated into Mayer’s cognitive theory of multimedia learning (CTML).

Simulations: Simulations can provide student learners with “learning by doing” opportunities that are more approachable and feasible than in the classroom environment.

FPGA Board: Stands for field-programmable gate array, in which there are building blocks of different logic gates and functions ready to be programmed by the user.

Video: Video is a recording of objects and audio in real world space that can be replayed on digital devices.

Troubleshooting: Action in which a circuit is traced and verified using equipment in order to make sure that all the components are working properly.

Schematic Drawing: A representation of the elements of an electrical or mechanical system using abstract, graphic symbols to represent components.

Multimedia: Multimedia is digital content that may use a combination of several media such as text, static graphics, animation, video, web hyperlinks, audio, etc.

Digital Circuits: A circuit whereby the signal providers are either one or another level, of 0 or 1; binary values. Digital circuits are utilized in order to perform Boolean mathematical logic and are a quintessential component of all modern electronics. Labs use integrated circuits, wire, etc.

Multisim: MultiSim 14.1. This software allows for simulations to be performed instead of physically connecting the different types of IC chips, wire, and breadboards.

2D: 2D is the representation of a visualization of objects with no depth of field ability. Thus, they are represented in space delineated by an X and Y axis. Dimensions of these objects are represented via height and width.

Stereoscopy: Stereoscopy is visual content that creates a physiological sense of depth utilizing left and right eyes to provide immersive visual depth.

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