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Electronics
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Electronic Devices and Technology for Educational Applications
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Electronic Devices and Technology for Educational Applications

A special issue of Electronics (ISSN 2079-9292). This special issue belongs to the section "Computer Science & Engineering".

Deadline for manuscript submissions: closed (31 January 2022) | Viewed by 12101

Special Issue Editors

Dr. María Elena Parra-González

E-Mail Website
Guest Editor
Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain
Interests: active methodologies; gamification; methodology; teacher training; personal learning environment; active learning
Special Issues, Collections and Topics in MDPI journals
Dr. Adrián Segura-Robles

E-Mail Website
Guest Editor
Facultad de Ciencias de la Educación y del Deporte de Melilla, Department of Didactics and School Organization, University of Granada, 52005 Granada, Spain
Interests: ICT; active methodologies; educational innovation; educative technology; blended learning; online education; pedagogy; teacher training
Special Issues, Collections and Topics in MDPI journals
Dr. Jesús López Belmonte

E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain
Interests: educational innovation; augmented reality; techno-pedagogy and flipped learning
Special Issues, Collections and Topics in MDPI journals
Dr. Antonio José Moreno Guerrero

E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain
Interests: didactics; teaching and learning; ICT; E-learning; school organization; educational supervision
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Today’s society is conditioned by the constant influence of technology. This situation has a direct impact on the field of education. At present, a large number of electronic resources are being used in learning environments, fostering students’ learning. In this sense, technology provides numerous benefits for training activities. Studies reveal that resources such as robotics, STEM projects, and any other technology lead to various improvements in the process of building knowledge by students. With this Special Issue we encourage the scientific community to submit research or review papers related to new ways of teaching and learning through technology and electronics.

Dr. María Elena Parra-González
Dr. Adrián Segura-Robles
Prof. Dr. Jesús López Belmonte
Dr. Antonio José Moreno Guerrero
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Electronics is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • ICT
  • Educational innovation
  • STEM
  • Electronic devices
  • Robots
  • Educational robotics
  • Technology for learning
  • Educative technology

Published Papers (4 papers)

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25 pages, 7547 KiB  
Article
A Challenge-Based Learning Intensive Course for Competency Development in Undergraduate Engineering Students: Case Study on UAVs
by Luis C. Félix-Herrán, Carlos Izaguirre-Espinosa, Vicente Parra-Vega, Anand Sánchez-Orta, Victor H. Benitez and Jorge de-J. Lozoya-Santos
Electronics 2022, 11(9), 1349; https://doi.org/10.3390/electronics11091349 - 24 Apr 2022
Cited by 5 | Viewed by 1934
Abstract
Accelerated advances in science and technology drive the need for professionals with flexible problem-solving abilities towards a collaborative working environment. The advances pose a challenge to educational institutions about how to develop learning environments that contribute to meeting the aforementioned necessity. Additionally, the [...] Read more.
Accelerated advances in science and technology drive the need for professionals with flexible problem-solving abilities towards a collaborative working environment. The advances pose a challenge to educational institutions about how to develop learning environments that contribute to meeting the aforementioned necessity. Additionally, the fast pace of technology and innovative knowledge are encouraging universities to employ challenge-based-learning (CBL) approaches in engineering education supported by modern technology such as unmanned aerial vehicles (UAVs) and other advanced electronic devices. Within the framework of competency-based education (CBE) and CBL are the design, implementation, and evaluation of an intensive 40 h elective course which includes a 5-day challenge to promote the development of disciplinary and transversal competencies in undergraduate engineering students whilst relying on UAVs as the medium where the teaching–learning process takes place. Within this credit course, a case study was carried out considering the framework of an exploratory mixed-methods educational research approach that sought a broad understanding of the studied phenomena using various data collection instruments with quantitative and qualitative characteristics. An innovative academic tool was introduced, namely a thematic UAV platform that systematically exposed students to the principles underlying robotic systems and the scientific method, thereby stimulating their intellectual curiosity as a trigger to solve the posed challenge. Moreover, students came up with innovative teamwork-based solutions to a designed challenge while having an enjoyable and motivating time flying drones on an indoor obstacle course arranged by themselves. The preliminary findings may contribute to the design of other CBL experiences, supported by technology applied for educational purposes, which could promote the development of more disciplinary and transversal competencies in future engineers. Full article
(This article belongs to the Special Issue Electronic Devices and Technology for Educational Applications)
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25 pages, 1054 KiB  
Article
An Active Learning Didactic Proposal with Human-Computer Interaction in Engineering Education: A Direct Current Motor Case Study
by Alejandro Said, Luis C. Félix-Herrán, Yasser A. Davizón, Carlos Hernandez-Santos, Rogelio Soto and Ricardo A. Ramírez-Mendoza
Electronics 2022, 11(7), 1059; https://doi.org/10.3390/electronics11071059 - 28 Mar 2022
Cited by 3 | Viewed by 2037
Abstract
Engineering education requires learning strategies to engage students and improve the development of disciplinary and transversal competencies. Additionally, as economic resources are generally limited, it is sought to avoid investing large sums of money in software and hardware, as well as in fitting [...] Read more.
Engineering education requires learning strategies to engage students and improve the development of disciplinary and transversal competencies. Additionally, as economic resources are generally limited, it is sought to avoid investing large sums of money in software and hardware, as well as in fitting out laboratories. This work presents a didactic proposal within the framework of active and collaborative learning that includes the flipped classroom technique to be applied in the curriculum of undergraduate engineering programs and inside a massive flexible digital master class. The activity is the mathematical modeling, simulation, and control system of a direct current motor where simulation work is carried out in open license computational packages. Students understand the physical phenomena involved in the motor’s modeling and the input–output variables’ relations. Moreover, an analogy between an electromechanical and a pure electrical model is carried out, where the relevant variables respond in an agile and reliable manner. To validate the modeling, the differential equations are solved by applying numerical methods, and tested for control purposes. The activity has been validated with a rule-based system applied to a Likert scale survey data. This type of human–computer interaction, in the context of active learning, could engage students and motivate them to develop competencies that are highly appreciated by industry practitioners. Full article
(This article belongs to the Special Issue Electronic Devices and Technology for Educational Applications)
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18 pages, 40175 KiB  
Article
Lab-Tec@Home: A Cost-Effective Kit for Online Control Engineering Education
by David Sotelo, Carlos Sotelo, Ricardo A. Ramirez-Mendoza, Enrique A. López-Guajardo, David Navarro-Duran, Elvira Niño-Juárez and Adriana Vargas-Martinez
Electronics 2022, 11(6), 907; https://doi.org/10.3390/electronics11060907 - 15 Mar 2022
Cited by 8 | Viewed by 3120
Abstract
It is widely recognized that a hands-on laboratory experience is useful in control engineering education. Herein, the students overcome the main gaps between theoretical knowledge and experimental setups. Nowadays, in times of crisis due to the COVID-19 pandemic, virtual and remote laboratories are [...] Read more.
It is widely recognized that a hands-on laboratory experience is useful in control engineering education. Herein, the students overcome the main gaps between theoretical knowledge and experimental setups. Nowadays, in times of crisis due to the COVID-19 pandemic, virtual and remote laboratories are emerging as primary educational resources. However, in virtual labs, the students are not exposed to real life issues (i.e., equipment problems, noise, etc.) while in remote labs, communication and connectivity problems arise (i.e., network security, synchronization management, internet speed, etc.). Henceforth, this work presents an unpublished educational project named Lab-Tec@Home, and the aim of this research is to expand the access of hands-on control education at the undergraduate level. Here, students easily assemble a cost-effective laboratory kit at home and use it on their own computing devices connected with the external MATLAB/SimulinkTM application. Thus, students can test and validate theoretical concepts of control engineering such as: system model identification, and PID control design and test. The assessment results show that the proposed educational project enhances the learning experience and has outstanding positive feedback of more than 290 students who undertook massive flexible digital courses at Tecnologico de Monterrey. This makes the proposed educational project mainly suitable for control engineering courses. Full article
(This article belongs to the Special Issue Electronic Devices and Technology for Educational Applications)
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14 pages, 552 KiB  
Perspective
Effective Strategies for Project-Based Learning of Practical Electronics
by Faisal Mohd-Yasin
Electronics 2021, 10(18), 2245; https://doi.org/10.3390/electronics10182245 - 13 Sep 2021
Cited by 3 | Viewed by 3784
Abstract
Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and [...] Read more.
Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and system levels. Students also pick up practical skills, such as component selection, circuit troubleshooting, printed circuit board design, and market analysis. This perspective offers the author’s reflections on effective learning and teaching strategies for this purpose, after running such a course for the past 10 years at Griffith University. In earlier years, students’ have complained about lack of direction and overloading, which are common issues being reported in PBL courses. In response, we have implemented scaffolding and balanced evaluation criteria for assessment, providing formative feedback, and we have designed integrated assessment items. As a result, average marks for the cohort and the percentage of students that receive the grade of high distinction have increased in the past five years. These strategies might be of help at other learning institutions that offer similar courses. Full article
(This article belongs to the Special Issue Electronic Devices and Technology for Educational Applications)
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