Hands-On and Virtual Laboratories in Electronic Circuits Learning—Knowledge and Skills Acquisition
Hands-on and virtual laboratory-based learning has been integrated into science education due to its potential positive impact on students’ knowledge and skills development. In this study, we explore the effect of the hands-on and virtual laboratories on 152 undergraduate students’ conceptual knowle...
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MDPI AG
2024-10-01
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| author | Christos Tokatlidis Sokratis Tselegkaridis Sophia Rapti Theodosios Sapounidis Dimitrios Papakostas |
| author_facet | Christos Tokatlidis Sokratis Tselegkaridis Sophia Rapti Theodosios Sapounidis Dimitrios Papakostas |
| author_sort | Christos Tokatlidis |
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| description | Hands-on and virtual laboratory-based learning has been integrated into science education due to its potential positive impact on students’ knowledge and skills development. In this study, we explore the effect of the hands-on and virtual laboratories on 152 undergraduate students’ conceptual knowledge, inquiry, and measurement skills acquisition in the domain of operational amplifiers (op-amps) circuit learning. Students were divided into two groups and performed individually three experimental exercises involving basic op-amps electronic circuits: students in the Hands-On group performed the exercises in a physical laboratory environment, while students in the Virtual group performed the exercises in a virtual environment with TINA-TI (v9) software. Pre-post tests were used to quantify student performance progress stemming from their laboratory-type activities. Based on our findings, knowledge was developed the most, followed by inquiry skills, and finally, skills related to measuring electronic current quantities in a circuit, F(2,456) = 44.183, <i>p</i> = 0.000. Additionally, an ANCOVA analysis comparing the means of the three exercises revealed that the group participating in hands-on activities outperformed the group engaged in virtual activities, F(1,152) = 9.039, <i>p</i> = 0.003. Finally, we recommend designing a curriculum that focuses on both cognitive growth and skills development in the domain of op-amps. |
| format | Article |
| id | doaj-art-968f4833a7e34475bc642aee5af63e2c |
| institution | OA Journals |
| issn | 2078-2489 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | MDPI AG |
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| spelling | doaj-art-968f4833a7e34475bc642aee5af63e2c2025-08-20T02:28:14ZengMDPI AGInformation2078-24892024-10-01151167210.3390/info15110672Hands-On and Virtual Laboratories in Electronic Circuits Learning—Knowledge and Skills AcquisitionChristos Tokatlidis0Sokratis Tselegkaridis1Sophia Rapti2Theodosios Sapounidis3Dimitrios Papakostas4Department of Information and Electronic Engineering, International Hellenic University (I.H.U.), Alexander Campus, 57400 Thessaloniki, GreeceSchool of Philosophy and Education, Aristotle University of Thessaloniki (AUTH), 54124 Thessaloniki, GreeceSchool of Philosophy and Education, Aristotle University of Thessaloniki (AUTH), 54124 Thessaloniki, GreeceSchool of Philosophy and Education, Aristotle University of Thessaloniki (AUTH), 54124 Thessaloniki, GreeceDepartment of Information and Electronic Engineering, International Hellenic University (I.H.U.), Alexander Campus, 57400 Thessaloniki, GreeceHands-on and virtual laboratory-based learning has been integrated into science education due to its potential positive impact on students’ knowledge and skills development. In this study, we explore the effect of the hands-on and virtual laboratories on 152 undergraduate students’ conceptual knowledge, inquiry, and measurement skills acquisition in the domain of operational amplifiers (op-amps) circuit learning. Students were divided into two groups and performed individually three experimental exercises involving basic op-amps electronic circuits: students in the Hands-On group performed the exercises in a physical laboratory environment, while students in the Virtual group performed the exercises in a virtual environment with TINA-TI (v9) software. Pre-post tests were used to quantify student performance progress stemming from their laboratory-type activities. Based on our findings, knowledge was developed the most, followed by inquiry skills, and finally, skills related to measuring electronic current quantities in a circuit, F(2,456) = 44.183, <i>p</i> = 0.000. Additionally, an ANCOVA analysis comparing the means of the three exercises revealed that the group participating in hands-on activities outperformed the group engaged in virtual activities, F(1,152) = 9.039, <i>p</i> = 0.003. Finally, we recommend designing a curriculum that focuses on both cognitive growth and skills development in the domain of op-amps.https://www.mdpi.com/2078-2489/15/11/672physical laboratoryhands-on laboratoryvirtual laboratoryconceptual knowledgeinquiry skillsmeasurement skills |
| spellingShingle | Christos Tokatlidis Sokratis Tselegkaridis Sophia Rapti Theodosios Sapounidis Dimitrios Papakostas Hands-On and Virtual Laboratories in Electronic Circuits Learning—Knowledge and Skills Acquisition Information physical laboratory hands-on laboratory virtual laboratory conceptual knowledge inquiry skills measurement skills |
| title | Hands-On and Virtual Laboratories in Electronic Circuits Learning—Knowledge and Skills Acquisition |
| title_full | Hands-On and Virtual Laboratories in Electronic Circuits Learning—Knowledge and Skills Acquisition |
| title_fullStr | Hands-On and Virtual Laboratories in Electronic Circuits Learning—Knowledge and Skills Acquisition |
| title_full_unstemmed | Hands-On and Virtual Laboratories in Electronic Circuits Learning—Knowledge and Skills Acquisition |
| title_short | Hands-On and Virtual Laboratories in Electronic Circuits Learning—Knowledge and Skills Acquisition |
| title_sort | hands on and virtual laboratories in electronic circuits learning knowledge and skills acquisition |
| topic | physical laboratory hands-on laboratory virtual laboratory conceptual knowledge inquiry skills measurement skills |
| url | https://www.mdpi.com/2078-2489/15/11/672 |
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