Macro Analysis on how to Potentiate Experimental Competences Using VISIR
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The document discusses the use of the VISIR remote laboratory for enhancing experimental competencies in engineering education through virtual instrumentation. It analyzes 39 didactical implementations across various courses and countries, focusing on factors influencing student performance and motivation according to teacher perceptions. Key findings indicate the importance of teacher support and task design in maximizing student engagement with the VISIR platform.
Macro Analysis on how to Potentiate Experimental Competences Using VISIR
- 1. 1 Macro Analysis on how to Potentiate Experimental Competences using VISIR? Natércia Lima, Clara Viegas, Arcelina Marques, Gustavo Alves, Francisco Garcia-Peñalvo Salamanca- Spain 2018
- 2. 2 2 Remote Lab: VISIR (Virtual Instrument Systems in Reality) This Laboratory was developed for remote experimentation on electricity and electronics. It is based on virtual Instrumentation, i.e., real physical instrumentation accessible through virtual interfaces. Under the scope of VISIR+ Project
- 3. 3 Didactical approach: Simultaneous usage of Hands-on Lab / Simulations / Remote Lab Simulation: 3 Remote Lab: Advantage of the simultaneous use: • Engineering students need to perform experiments as they allow them to apply theory concepts through the handling of instruments equipment and data, building up and consolidating knowledge and skills • Different resources allow students to practice some experimental skills in a different manner, complementing their competences use the internet (configuring, controlling and/or monitoring results) real experimental results computational model results Hands-on Lab: physical contact with the experimental devices
- 4. 4 Research Question and Design Focused in each didactical implementation, their characteristics and teacher usage and perception success factors that impact in students’ performance and motivation: “Which didactical implementations design factors seem to influence students’ performance and motivation according to teachers’ perception?” Multi-case study research • 39 didactical implementations 2 countries 25 courses 51 teachers 1563 students; • Data analyzed: • detailed information about VISIR implementation; • number of accesses to VISIR; 4 • answers to a satisfaction questionnaire; • teachers’ interviews and informal comments;
- 5. 5 Research Question and Design • Dimensions and Categories: • Design • Implementation • Teacher Perception 3 levels Teacher goal Tasks proposed to students 5 Dimensions Categories Design Course Implementation Edition Resources Used Simulation Hands-on Tasks Number Weight in final grade Regime* Competence Goal Level Implementation VISIR Introduction In class None VISIR Support Presential Email Support Material Implemented Tasks Circuits Assembling Circuits Design Teachers logs to VISIR Teacher Perception Students performance Teacher satisfaction External factors
- 6. 6 Case Study Characteristics 6 Case# Country Implemen tation Topic Course Name Level Number T St C1 Br Physics Physics C 1 65 C2 Br Electricity Basic Electronics S 1 25 C2 Ar Physics Physics IV C 4 118 Case# Country Implementa tion Topic Course Name Level Number T St C4 Br Electricity Circuits Theory S 1 15 C5 Br Electricity Electricity I S 3 164 C6 Br Electricity Electricity II S 1 8 C7 Br Electricity Instrument ation S 1 35 Case# Country Implementatio n Topic Course Name Level Number T St C8 Br Mathematics Calculus IV C 1 124 C9 Br Mathematics Probabilities and Statistics C 1 84 C10 Br Electronics Instrumentation I C 1 45 C11 Br Electricity Circuits III S 1 19 C12 Br Electricity Electronics II S 1 18 C13 Br Electronics Amplifying Structures S 1 4 C14 Br Electricity Electric Circuits Laboratory S 2 36 C15 Br Projects Engineering Introduction S 4 20 C16 Br Electricity General Electricity Laboratory C 4 442 C17 Br Electricity Electric and Magnetic Measurements S 2 50 C18 Br Electricity Applied Electricity I 1 15 C19 Ar Electronics Physics of Electronic Devices S 4 55 C20 Ar Electricity Circuits Theory S 5 91 C21 Ar Electronics Devices & Electronic Circuits I S 7 60 C22 Ar Physics Physics II S 3 41 C23 Ar Electronics Electronics 2 S 2 13 C24 Ar Electronics Electronics 3 S 2 8 C25 Ar Physics Electronics 1 S 2 8 High School: 6 teachers/208 students Technological: 6 teachers/222 students HigherEducation:39teachers/1133students Courses with very different contents and level of difficulty Courses with more than one implementation: C3, C5, C8, C9, C16, C17, C19
- 7. 7 Results: VISIR Design Tasks: • number: 1 to 4 • weight to final grade: Qualitative/Quantitative (5 to 27%) • 44% in groups/33% individual • 28% mandatory 7 Resources Used Competence Goal Level
- 8. 8 Results: VISIR Implementation • VISIR Introduction: • 36 teachers introduced it in class • 3 with no introduction • VISIR Support (along the semester): • 44% tasks performed during class time • 15% email • 33% uploading support material • Implemented Tasks: • 12 implementation with type 1 task • 23 implementations with type 2 task • 1 implementation with type 3 task • Teacher logs/Task: • from 3 to 85 8 For all high school and technological course implementation, the tasks were fully performed in class Most high school and technological course implementation opted for type 1 tasks More demanding tasks for higher education In 12, while teachers were explaining VISIR, doing some assembling and measurements students were doing the same in their pc
- 9. 9 Results: Teacher Perception 9 Factors (positive/negative) TeacherSatisfaction Increase students practice 31 Increase students motivation 8 Diversify teaching methods 9 Increase teacher autonomy 3 Cost Free 3 Damage Free 3 Configuration Issues 6 Instability 3 Interface old fashionable/too simple 2 Teachers experience with tool required 2 External Factors Problems with Internet 7 Computers and/or Computer room not adequate/available 5 Nothing negative to highlight 10 Student’s acceptance of VISIR Opinion of VISIR
- 10. 10 Discussion • 25 Courses with different characteristics: context, implementation topic, level regarding course contents, etc. • Courses with a single edition: • teacher´s’ first experience with VISIR • most in the second semester of 2017 • number of logs/task changes considerably • Courses with more than one implementation (C3, C5, C8, C9, C16, C17, C19) • the number of logs per task in the successive edition diminishes • there aren´t significant changes in course editions, except: • C3: VISIR weigh in final grade (Q to 19%) • C8: several different ways of introducing VISIR 10
- 11. 11 Discussion 11 Students’ acceptance of VISIR VISIR Introduction VISIR Support Type of Task Regime of the Task Association ? Students’ acceptance of VISIR and the task being done in Groups
- 12. 12 Discussion 12 Type of Task Level/Type of Competence teachers wanted students to develop Accordance ? In some cases there is a mismatch! Type 2: + compare the results with other resources Type 1: Circuits measurements and assembling Type 3: Design a circuit to solve a specific problem
- 13. 13 Conclusion “Which didactical implementations design factors seem to influence students’ performance and motivation according to teachers’ perception?” Some mismatch was found between the learning goals, namely the level/type of competence teachers want students to develop with VISIR and the type of tasks proposed/ implemented. 1) Teacher introduction to VISIR and support during the semester plays an important role in the implementation success. 2) Students who developed group tasks were more motivated and engaged to use VISR. 3) Teachers should plan VISIR tasks carefully, according to the type of competences they want their students to develop. 13
Editor's Notes
- #4: Remote labs combine the advantage of both hands-on labs and simulations and they are defined as an educational resource where the user and the instruments are physically apart. It´s disadvantage is the very limited ability to provide manual skills.