Journal of Engineering Education Transformations

R. Priyakanth ¹, Radha Abburi ¹, Manne Praveena ¹

Affiliations
1 Department of ECE, BVRIT HYDERABAD College of Engineering for Women, Hyderabad, Telangana, IN

Abstract

All over the world online education is offered now in all the streams. Numerous new technology courses in the form of video lectures are available online. However, in the engineering stream, questions arise about real learning. This study explores the new ways of making the video content more interactive in such a way that the learners will be active, engage themselves, participate, respond, and improve their thinking skills. Interactive video content can comprise a wide range of active elements, including questions, polls, interactive summaries, and many more. Including the interactive training videos in the learning management system (LMS) in any course may bring a lot of change in the learners’ perspective of processing the attained knowledge. As a part of the study, the interactive videos on working in MATLAB environment were uploaded into the LMS portal of a lab course and the participation and engagement of around 120 learners was examined by the way the questions were answered. The questions in the form of case studies were given at middle to higher levels of learning classified by Bloom’s Taxonomy. The attained learning outcomes measured indicated improvement in the learners’ adaptation to new programming languages, skills they acquired in analyzing the case studies. New technologies like H5P etc for making interactive videos assuredly help in the acquisition and enhancement of new skill sets of the learner as evident in the observations. These interactions helps us in driving deeper engagement and transform the ways a learner thinks and processes the knowledge attained.

Keywords

Interactive Video, H5P, Student Engagement, LMS, Direct Assessment, Real Learning.

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Radha Abburi ¹, Manne Praveena ¹, R. Priyakanth ¹

Affiliations
1 Associate Professor, Department of Electronics and Communication Engineering, BVRIT HYDERABAD College of Engineering for Women, Hyderabad, Telangana, IN

Abstract

Amid COVID-19 shutdowns, in-person lectures and live lab classes have been suspended worldwide. In this scenario, digital instruction and sources can be a feasible alternate. In view of this, Virtual labs are a great approach to the web-based digital learning. These labs are available round the clock and provide for realistic abilities of science to the learners. Circuit simulators like LTSpice, PSpice, EasyEDA Simulator, Proteus by Lab center etc are advanced platforms for developers and planners hoping to become familiar with the nuts and bolts of circuit plan and schematics. However, these simulation tools do not offer a platform for all the students under one roof and do not allow the instructor to monitor their work as they progress with circuit building and simulation. This is made possible with a web-based software called Tinkercad which is free to use and can run directly in your web browser. Educators can monitor what students plan and reproduce in a virtual classroom in Tinkercad. It enables hands-on journey and sense of working inside the actual lab environment and allows the user to hook a wide array of electrical components together, program an Arduino and simulate analog and digital behaviour. This paper describes a case study of use of this software for lab simulation and describe some of its limitations. Details of survey responses from around 300 students demonstrate the efficacy of the Tinkercad platform compared to other simulation software available for engaging students in learning key hands-on lab skills.

Keywords

Web Based Application, Virtual Components, Simulation Tools, E-Learning.

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