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Evaluating the effect of using synchronous machine simulations to support traditional teaching methodology in electrical engineering degree courses
Author(s) -
Ruíz Rodríguez F. J.,
Torreglosa J. P.
Publication year - 2020
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22224
Subject(s) - computer science , comprehension , test (biology) , mathematics education , significant difference , degree (music) , null hypothesis , mathematics , statistics , programming language , paleontology , biology , physics , acoustics
Synchronous machine concepts are abstract and difficult to understand on the basis of the equivalent electrical circuits. Many studies highlight the difficulty of engineering degree students in understanding electrical circuits and propose different methodologies to address this issue. This study aims to show how the use of computer‐assisted teaching improves general understanding of synchronous machines, in accordance with the following hypothesis: “complementing the traditional approach to teaching synchronous machines courses (based on theory lessons and practical laboratory sessions), with computer simulations, improves conceptual understanding and, consequently, course success rates.” To test the effectiveness of the proposed teaching methodology, a controlled experiment was conducted. The students were divided into two groups, control and experimental, and their responses were compared. The former followed traditional teaching methodology, whereas the latter utilized the proposed complementary computer‐assisted simulations. Both groups were evaluated according to the same test comprised of a list of comprehension questions. The results of the z test analysis show that z = 4.365 and p < .001, implying that the null hypothesis can be rejected and a significant contrast between the two groups can be recognized. The effect size, evaluated using Cohen's d , is d = 0.816, again indicating that the difference between the groups is significant. The posttest results reveal that the experimental group outperformed the control group in all three of the dimensions under analysis: theory, problems, and complete test.