Digital Logic Course Research Articles

Exploration and Practice of Question-based Teaching Method in University Digital Logic Course

This paper mainly discusses the application of question-based teaching method in digital logic course of university. By raising questions related to the course content before class, this method guides students to think and explore independently, aiming to improve students' learning initiative and promote knowledge in-depth understanding and long-term memory. The results show that the question-based teaching method can effectively improve students' learning effect and interest, and provide useful practical experience for the teaching reform of digital logic course.

Improving University Second-year Students’ Problem-Solving Skills in Computer Science Course (Digital Logic course) through Engineering Design Process in Inner Mongolia

Many researchers regarded that problem solving skill is one of the most important learning outcomes to help students adapt to the learning and working environment (Xiao et al, 2019). Through reading a large number of articles and experimental research, this study finds that currently the development of and research on problem-solving skill in university students who are major in computer science in digital logic course in Inner Mongolia is limited, especially in the context of STEM education. STEM education is currently widely valued in the K12 stage, but the STEM literacy of college students also needs to be paid attention to. There is an important need for developing university students’ problem-solving skill systematically and effectively, revealing the importance of this research. In the research field, process of engineering design was designed to developing students’ problem-solving skill. In order to have an in-depth understanding of the research questions, mixed methods were adopted. Students were divided into 2 groups: Experimental Group and the Control Group. The participants were 1 teacher and 140 students at university second-year at a university in Inner Mongolia. To collect reliable and valid data, standardized test of problem-solving skill, teacher interview form was designed. Independent T-test was used to analyze the quantitative data.

BiCAM-based automated scoring system for digital logic circuit diagrams

Abstract In online education, it is critical for the quality of education to evaluate and grade the assignments or examinations that students upload to the system. However, it is time-consuming to determine how well the circuit drawings prepared for the digital logic course, which is a fundamental course in computer engineering and similar disciplines, are not only correct but also compatible with the truth table. Content-addressable memory (CAM), also known as associative memory, is a data storage and retrieval unit. Typically, it is used instead of the conventional memories in fast-paced and time-sensitive applications such as address lookup in Internet routers, databases, and pattern recognition. CAMs implement the search process by comparing the content itself with a key instead of finding the address like the conventional memories. To see the effect of using binary content-addressable memory-based memory on the time spent scoring hand or digital-drawn logic circuits, it is compared with various data structures commonly used in logic simulation programs. I found a significant relationship (O(1)), indicating that the proposed architecture reduces the time complexity in the search process. This expression is the same as time complexity in hash tables.

Using Flipped Classroom to Improve the Learning Effectiveness of Digital Logic Courses

As a student-centered learning model, flipped classroom has been increasingly preferred among educators since it has changed the traditional teacher-centered learning model. This study conducted experiments and observations on the flipped classroom for digital logic courses for first-year students in the electrical engineering department of a junior college in Taiwan. Before each class, these students were required to watch the prescribed lecture video units. In class, students discussed with group members after thinking and completed the teacher’s requirements by collaboration. In addition to conducting the activities of thinking, discussion, collaboration and observation, these students also got to exercise their expression skills through interactive activities during class time. Analyzing the learning effectiveness with the Panel Data Method (PDM), this study, by comparing and statistically analyzing the data collected during the four years between 2016 and 2019, found that students reaped better learning performance with the flipped classroom model, as shown by a rise in both their average grade and the pass rate.

A simple and effective remedial learning system with a fuzzy expert system

AbstractThis study aims at implementing a simple and effective remedial learning system. Based on fuzzy inference, a remedial learning material selection system is proposed for a digital logic course. Two learning concepts of the course have been used in the proposed system: number systems and combinational logic. We conducted an experiment to validate the success of the proposed system where 88 students who studied a computer‐related program at a vocational high school in Taiwan participated in the experiment. The participating students came from three different types of classes. The fuzzy expert system determined the numbers of the remedial material units according to the scores of the pre‐test. Based on the results of the fuzzy expert system, each student then received personalized remedial learning materials by randomly selecting problem‐based learning units from a learning material repository. After reading the remedial learning materials, the students took the post‐test. The experimental results reveal that the students made significant progresses after studying the remedial learning materials. Both of high‐achieving students and low‐achieving students made significant progresses. Moreover, all of the three types of students made significant progresses.Lay descriptionWhat is currently known about the subject matter: Remedial learning systems are helpful. Some systems are good for only low‐achieving students. The remedial systems are complicated. What their paper adds to this: A fuzzy expert system has been added to produce remedial materials. Automatically select the remedial learning units according to the pre‐test. The implications of study findings for practitioners: Our remedial system is good for both high‐achieving and low‐achieving students. Our remedial system is good for different types of students. Our remedial system is simple and easy‐to‐implement.

SDLDS—System for Digital Logic Design and Simulation

This paper presents the basic features of a software system developed to support the teaching of digital logic, as well as the experience of using it in the Digital Logic course taught at the School of Electrical Engineering, University of Belgrade, Serbia. The system has been used for several years, both by students for self-learning and laboratory work, and by teachers to automate the assessment and verification of students' work. The system allows users to design and simulate a switching circuit. It also collects data on all student activities and transfers these to the school's information system. Finally, the paper gives figures demonstrating the overall benefits of the system.

The process, dialogues, and attitudes of vocational engineering high school students in a web problem-based learning (WPBL) system

This study aims to explore how high school students collaboratively solve problems in a web problem-based learning (WPBL) system in an 8-week digital logic course using discourse analysis. Employing in-depth interviews, this study also investigated the students' attitudes toward the WPBL system. The number of teaching assistants' responses had a negative relationship with the number of peer responses. Regarding dialogue quality, extended questions and brainstorming stimulated each other. Elaboration facilitated problem solving, whereas organizing knowledge from books or websites decreased reflection. Students affirmed the usefulness and effectiveness of the web system because it created an interactive, flexible, comfortable and collaborative learning environment.

Interactive processes and learning attitudes in a web-based problem-based learning (PBL) platform

This paper discusses the steps taken to set up a digital logic course problem through a problem-based learning (PBL) constructivist approach. PBL is the learning which results from the process of working toward the understanding and resolution of a problem. The purpose of this study was to develop and implement problem-based learning in a digital logic course in a senior vocational industrial high school. Data collection included content analysis and a questionnaire survey. Content analysis was used to evaluate the students’ discussion messages, quality of dialogue, and the level of problem-solving activities. A survey was then administered to examine the students’ learning attitudes and perceptions toward this platform as a possible tool for PBL learning. Researchers found “Peer-responses” category is the most messages; the contents of messages focus on “General explanation” and “Reaction”; the level results of all groups’ problem-solving are similar; the index of the “Interaction” satisfaction level is the highest in PBL activity. Finally, some research suggestions were also proposed.

Error detection and correction templates for digital courses

Error detection and correction [EDC] is normally considered an advanced topic, and therefore it is not usually covered in an introductory digital electronic book, with an exception of Mano and Kime. This lack of discussion is unfortunate, because not only is error detection and correction an increasingly important topic in digital design, but it is fairly easily injected into digital logic courses. A spreadsheet "template" based methodology is proposed, which will assist the students to visualize the error detection and correction. An additional benefit to this methodology is that the templates utilized are analogous to the familiar digital design methodologies such as Karnaugh maps and Quine-McCluskey methods.

Teaching design methodology and "industrial strength" EDA tools in a first-term freshman digital logic course

Perhaps contrary to popular opinion, this paper shows that it is actually quite easy and potentially very beneficial to introduce first-term freshman Electrical and Computer Engineering students to digital design methodology and state-of-the-art digital electronic design automation (EDA) tools. One major observed benefit is that this early exposure creates a high level of enthusiasm which helps students maintain their motivation while working through calculus, physics, circuits, general education, and other foundation classes. Another benefit is that later classes are greatly improved because students can build on the solid skill base developed in this first class. Also of importance, this early work with multiple-solution design problems and EDA tools often helps students decide if engineering is the right career choice for them.

Universal logic implementer: a general purpose tool for a digital logic design laboratory

The authors present a general purpose digital logic implementer, a tool designed to serve as a workstation for laboratory experiments in the digital logic and computer architecture courses taught in the Department of Electrical and Computer Engineering at Washington State University. The logic implementer is a versatile tool suitable for a wide spectrum of experiments, from simple gate-level implementation of logic circuits to the implementation of microprogrammed bit-slice processors. The basic features of the logic implementer include generality of applications, easy-to-use environment, and robust, reliable interconnections. >

The Digital Logic Subject Area

The digital logic course area includes the following four components: digital design concepts; digital logic devices; microprocessor systems; and digital design automation. It is the author's intent to address the basic content philosophy and requirements related to the development of the hardware oriented segments of this curriculum.