Hardware Courses Research Articles

Research on Teaching Design of Open Source Hardware Projects Based on Production Learning

Digital tools such as mobile terminals, open source hardware, online learning platforms, and programming software continue to flood into our daily lives, gradually increasing people's ability to use digital tools to improve learning and facilitate their lives. In China's information age, using information technology tools to deal with people's daily lives and academic problems has become a very necessary ability. How to integrate the new generation of information technology and digital tools for learning in education and teaching to improve students' digital learning ability and higher order thinking dimension is a question worthy of deep consideration. The article starts from the concept of production learning and analyzes the suitability of the two in the context of the actual problems of teaching high school open source hardware courses, and uses "Smart Door Lock" as an example for classroom teaching. The article aims to improve students' core competency of "digital learning and innovation", and thus provide some useful reference and reference for high school IT teachers to implement open source hardware curriculum teaching.

Application of Visual Knowledge Graph in Assembly Language Programming Teaching

Assembly Language Programming is a compulsory course for information related majors in colleges and universities. It plays a basic role in cultivating students' professional ability. Based on the teaching experience accumulated by the authors' teaching team for many years, visual knowledge graph is used for teaching application, the fragmented knowledge points are correlated, and the knowledge system has been formed. Through the knowledge points network of the course, the teaching advantages are better brought into play, which not only promotes the students' mastery of Assembly Language Programming, but also lays a solid foundation for the students' subsequent hardware course learning.

The Hardware Practice Courses Design for the Innovative Engineering Thinking

The separation of theory and practice of hardware course is an important factor affecting students to improve their ability of solving complex engineering problems. A six-stage hardware practice course design method is proposed. From enterprise demand to project driven, the student’s ability and motivation of self-learning and self-improvement are inspired. Then we can drive practice by competition and further meet social needs by participating in various high-level competitions. The student-centered, teacher-guide is the core of hardware practice course teaching. The value of learning can be reflected by student’s self-created achievements and the ability of solving practical complex engineering problems can be improved.

Research on the Practical Teaching System Reform of Computer Hardware Courses

This study analyzes the current situation of the practical teaching system of computer hardware courses in local undergraduate colleges, scrutinizes the experimental environment construction, contents, and methods of computer hardware courses, and proposes a new practical teaching system for computer hardware courses, so as to meet the needs of transformation and development as well as application-oriented talent training.

PERANCANGAN PERANGKAT LUNAK BANTU PEMBELAJARAN MATA KULIAH PERANGKAT KERAS BERBASIS PHP

This research is a software development research that aims to develop learning aids software for hardware subjects based on PHP (Perl Hypertext Preprocessor) in the Computer and Informatics Engineering Study Program, Department of Electrical Engineering Education, Faculty of Engineering, Makassar University. The design of instructional media is carried out by collecting learning materials then designing the software and the necessary database. The learning media that has been created are then validated by two media experts. The objects in this study were 37 students of class 04 class 2012 Informatics and Computer Engineering Education Department of Electrical Engineering Education Faculty of Engineering, Makassar State University, as many as 37 people who program hardware courses in the even semester of the 2012-2013 academic year. Data collection was carried out using a questionnaire given to respondents. The results of the descriptive analysis show that the views of PTIK JPTE FT UNM students on the implementation of PHP learning media in the Hardware course are in the good category or equal to 91.89%.

A virtual reality experiment system for an introductory computer hardware course

AbstractThe University Computer Foundation (UCF) course, which is a compulsory theoretical course for freshmen, especially science and engineering department students, lays the foundation for more advanced courses. However, the UCF course covers a wide variety of concepts, including the computer hardware, which are difficult for freshmen to comprehend. In recent years, virtual reality (VR) has become prevalent in many educational settings. To improve the teaching of the UCF course, we developed a VR program about introductory computer hardware and invited freshmen from two universities in China to take part in the experiment as participants. Four aspects of computer contents, namely the evolutionary history of computers, the computer components, the computer assembly, and the workflow of computer hardware, are displayed in the program. During the experiment, students' behavioral data were recorded. Then, the data were analyzed and the reasons were speculated for the differences among groups of various categories. From the experiment, the relationships between the students' behavior and their groups were found, and we demonstrated that our VR program is effective at attracting the students' curiosity and increasing their understanding of computer hardware in the UCF course. The study concludes with suggestions for practitioners and researchers in the field of VR for university education.

Towards hardware literacy for undergraduate computer science students

We propose a hardware course component to a course such as Computer Organization and Architecture. Along with it, we present a delivery method of the course component. This hands-on component gives...

Open Courseware-Based Logic Design Course

Logic Design is one of the core courses of many engineering programs and provides a foundation for the following hardware courses in the curriculum. In this study, a course design supported by digital open courseware for Logic Design is presented. In this regard, syllabus, slides, laboratory manual handbook including experiment sheets and simulations, experiment videos, assignments and examples were prepared. The aim of this research is to determine the effect of supporting Logic Design course with digital open courseware on student achievement. It also aims to determine students’ opinions regarding this approach. The study follows a mixed methods approach with the pretest-posttest control group experimental research design. The study was conducted at a university in Turkey in spring semester of 2017-2018 academic year with 68 computer engineering students. While the students of experiment group took the course supported with digital open courseware, only regular instruction was used in the control group. The quantitative data were collected from an achievement test including open-ended questions and surveys. The qualitative data were gathered by semi-structured focus group interviews. The findings were meticulously analyzed to provide suggestions for revision of the course. Finally, future work directions were discussed.Key words: Achievement; course design; digital open courseware; engineering education; logic design.

Using learning analytics to develop early-warning system for at-risk students

In the current study interaction data of students in an online learning setting was used to research whether the academic performance of students at the end of term could be predicted in the earlier weeks. The study was carried out with 76 second-year university students registered in a Computer Hardware course. The study aimed to answer two principle questions: which algorithms and features best predict the end of term academic performance of students by comparing different classification algorithms and pre-processing techniques and whether or not academic performance can be predicted in the earlier weeks using these features and the selected algorithm. The results of the study indicated that the kNN algorithm accurately predicted unsuccessful students at the end of term with a rate of 89%. When findings were examined regarding the analysis of data obtained in weeks 3, 6, 9, 12, and 14 to predict whether the end-of-term academic performance of students could be predicted in the earlier weeks, it was observed that students who were unsuccessful at the end of term could be predicted with a rate of 74% in as short as 3 weeks’ time. The findings obtained from this study are important for the determination of features for early warning systems that can be developed for online learning systems and as indicators of student success. At the same time, it will aid researchers in the selection of algorithms and pre-processing techniques in the analysis of educational data.

Investigating Video Viewing Behaviors of Students with Different Learning Approaches Using Video Analytics

The deep and surface learning approaches are closely related to the students' interaction with learning content and learning outcomes. While students with a surface approach have a tendency to acquire knowledge without questioning and to try to pass courses with minimum effort, students with a deep learning approach tend to use more skills such as problem-solving, questioning, and research. Studies show that learning approaches of students can change depending on subject, task and time. Therefore, it is important to identify students with a surface learning approach in online learning environments and to plan interventions that encourage them to use deep learning approaches. In this study, video viewing behaviors of students with deep and surface learning approaches are analyzed using video analytics. Video viewing patterns of students with different learning approaches are also compared. For this purpose, students (N=31) are asked to study a 10-minutes-long video material related to Computer Hardware course. Video interactions in this process were also recorded using video player developed by the authors. At the end of the lab session, students were asked to fill in the Learning Approach Scale by taking into account their learning approaches to the course. As a result of the study, it was observed that the students with surface approach made a statistically significant forward seek over to the students used deep learning approach while watching the video. Moreover, an investigation on the time series graphs of two groups revealed that surface learners watched the video more linearly and had fewer interactions with it. These interaction data can be modeled with machine learning techniques to predict students with surface approach and can be used to identify design problems in video materials.

Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training


 
 
 This study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students’ self-efficacy related to theoretical knowledge and assembly skills. On the other hand use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students’ motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice.
 
 

An Emerging Technology: Augmented Reality to Promote Learning

Abstract—This study aims to determine the benefits and limitations of AR applications in computer hardware education, when used as a supplementary technology. The study was designed according to pre-test post-test research model with experimental and control groups. The teacher candidates studied the 3D visuals both in and out of the classroom by scanning the markers in their books. In addition, they watched educational animations and videos on required subjects. As a result, in this study where Augmented Reality applications assisted with reflective learning skills were implemented in a computer hardware course, teacher candidates generally reported positive views and suggestions regarding AR applications.

Study on Hardware Courses Teaching Technology of Computer

According to computer hardware course teaching in domestic colleges at present, the main problems in the theory and practice teaching were analyzed. Combined with the current development of local application college and teaching experience, two aspects of theoretical and experimental teaching system were explored. The aim is to improve the quality of hardware course and cultivate talents with innovative and integrated capabilities.

A question–answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning

ABSTRACTThe aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question–answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The participants of the study were 25 of 42 students enrolled in a Computer Hardware course, who were interviewed in five sessions of focus-groups. Data analysis was done based on the six steps of inductive analysis. The results showed that students mostly ascribed the meaning of their engagement to the observable behaviors about academic challenge. Concerning inhibiting factors for participating in a lecture, they stressed the constraints of lecture method. As inhibiting factors for asking questions, they mostly stated shyness as a reason. The results of the research were discussed reflectively to investigate the constructed meanings of participants about the context and to make suggestions for further studies.

An Approach for Attainment of Relevant Program Outcomes through Microcontroller Laboratory Course

Embedded product design has emerged as an important area of study in the curriculum for undergraduate program in Computer Science. This necessitates the inclusion of hardware courses like Digital Electronics, Computer Organization and Microcontrollers as pre-requisite courses, in the lower semesters. This helps students to develop keen interest, skill and proficiency in the area of Embedded system design. This also helps them to compete with peers from other engineering branches in the domain of Embedded Systems. Here we present a set of activities, their related outcome based assessment techniques and outcome based strategies applied to the laboratory course on 8051 Microcontroller laboratory in Computer Science&Engineering at the IV Semester level. This laboratory was an extension of the hands on experience the students had in the course on Digital Electronics in the III Semester. The laboratory course on 8051 Microcontrollers was based on the usage of 8051 compatible Atmel 89C51ED2. The course was designed to consist of initially, conducting simple programming exercises using 8051 assembly language and then simple interfacing exercises using Embedded C programming. Later when they developed some proficiency and familiarity in 8051 environment student' teams were made to work on course projects which required them to design and build projects using 8051 or any other microcontroller of their choice. This promoted their self-learning, improved their knowledge of programming the microcontroller to interface with the outside world to develop useful applications and provide solutions to some common problems in society. This activity resulted in enhanced motivational levels amongst students, increased their involvement in the team and improved their knowledge due to self learning.

Retraction Notice: Virtual Laboratory Construction of College Computer Hardware Course Group

Retraction Notice: Virtual Laboratory Construction of College Computer Hardware Course Group

Computer Hardware Course Application through Augmented Reality and QR Code Integration: Achievement Levels and Views of Students

This study examined the effect of Augmented Reality and QR Code Integration on achievements and views of undergraduate students taking computer course. Study group of the research included 50 voluntary students taking compulsory computer course studying in the department of Guidance and Psychological Counseling at Near East University. Experimental research design was used in the study. In the beginning of the term, students were seperated into two groups including experimental and control group consisting of 25 students in each group. Pre-test was administered to the two groups in the first lecture and lecture was given with traditional methods, computer features were defined and functions of computer features were explained to the 1st group. Three-dimensional images of hardware features in the hardware chapter of computer course were explained through augmented reality and QR technology in laboratory environment with computer, projection and voice systems to the 2nd group. Students examined computer hardware with QR code cards and augmented reality technology during the lecture from their own mobile devices and all lectures were given by this way until the end of the semester. At the end of the term, post-test was administered to the experimental and control group and a questionnaire related with augmented reality and computer hardware course application with QR code integration was also applied to the experimental group.Results obtained from the study revealed that achievement level of experimental group is higher. In this context, results showed that computer hardware course application with augmented reality and QR code integration has a positive effect on academic achievements of students and students have positive views towards this course. Based on the results, it is expected that method used in this study might contribute to the integration of technology into education and therefore technology and education could support each other.

Gamifying the Project in Hardware-based Courses

Using elements of games in the non-gaming systems is known as gamification. It is used recently in many areas to improve some processes. For example, it alleviates the teaching and learning. Students surmount some learning objectives easier if they play games where they are challenged with rivalry factors and collaborate more among each other. This paper presents a new approach of gamifying the practical project in the hardware-based course Microprocessors and Microcontrollers for computer science students. This change significantly improved the course - not only that it improved the average grade of the passed students, but it provoked the students to enroll in other hardware courses of the upper semesters. Even more so, some diploma theses involving microcontrollers were developed for the first time.

Learning Computer Hardware by Doing: Are Tablets Better Than Desktops?

In this world of rapidly evolving technologies, educational institutions often struggle to keep up with change. Change often requires a state of readiness at both the micro and macro levels. This paper looks at a tertiary institution that undertook a significant technology change initiative by introducing tablet based components for teaching a hardware course across nine campuses in the United Arab Emirates (UAE) using a Learning By Doing (LBD) philosophy. This paper adopts a readiness for change model (RFC) as a method of evaluating the results from a case study that captured the readiness perceptions of both students and faculty. A survey revealed that, while faculty thought that introducing tablets was a good idea and that there was a high level of RFC, they also thought that the students would learn more about hardware from desktop kits. The students’ responses also indicates a high level of RFC with many describing tablets as easier to work on yet they were divided about which technology was better for learning hardware concepts. In this context a high level of readiness for change, while supported by LBD, did not necessarily equate to improved learning and effective change.

Virtual Laboratory Construction of College Computer Hardware Course Group

Purpose: Study construction methods of virtual laboratory for college computer hardware course group and dis- cuss feasibility and practicability of virtual lab; Method: Introduce principle and technologies of the virtual lab, analyze construction method of the virtual test, establish the online college open laboratory platform based on college experi- mental platform, and design and simulate classical microcontroller circuit—LCD electronic clock with virtual laboratory for microcontroller principle as one example; Results: simulation results indicate that the virtual laboratory for microcon- troller principle can effectively design the hardware circuit and software programming and simulate based on the software and hardware. The simulation results are ideal; Conclusion: the virtual laboratory for college computer hardware course group is practicable to some extent, can improve the practice capability of students, and meet the experimental require- ments of modern colleges.