scholarly journals Five-Tier Diagnostic Test to Reveal Conceptual Understanding of Electrical Engineering Students

2021 ◽  
Vol 9 (3) ◽  
pp. 326
Author(s):  
Doni Setiawan ◽  
Jaelani Jaelani
Keyword(s):  
Conceptual Understanding ◽  
False Positive ◽  
Engineering Students ◽  
Electrical Engineering ◽  
False Negative ◽  
Diagnostic Assessment ◽  
Voltage Source ◽  
Online Questionnaire ◽  
Assessment Development ◽  
Student Misconceptions

The purpose of this research was to produce a valid five-tiered misconception diagnostic assessment product and reveal the understanding of electrical engineering students' concepts on the subject of simple electrical circuits. Assessment development consisted of defining, designing, developing, and disseminating stages. Data collection techniques were online questionnaire methods, online tests, and online interviews. Construct validity was obtained that the assessment was valid and reliable. A total of 19 questions were categorized as medium and one easy question. The analysis of the conceptual understanding test obtained results 29.98% of students who understood the concept, 31.4% did not understand the concept, 2.82% of false positive, 3.38% of false negative, and 31.12% with misconception. There were 26 kinds of student misconceptions identified. The dominant misconception identified in the concept of circuit resistance arrangement was 40.2%. Students assumed that electrons flow from high to low potential in a closed circuit with a DC voltage source. The research results in a five-tier diagnostic assessment can be used in vocational colleges in general. The results of data analysis show that the five-tier format of the assessment can reveal students' misconceptions in detail and, more specifically, distinguish students who have misconceptions from students who are false positive and false negative to reveal students who have misconceptions better. The researcher's development procedure can be used as an example for other researchers to develop a five-tier format diagnostic assessment on other basic concepts.  

Learning by Immersion: Developing Virtual reality Labs for Engineering Courses

2020 ◽  
Author(s):  
Raluca Ilie ◽  
Eric Shaffer ◽  
Cynthia D’Angelo ◽  
Erhan Kudeki ◽  
Olivia Coiado ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Conceptual Understanding ◽  
Engineering Students ◽  
Dimensional Space ◽  
Electrical Engineering ◽  
Three Dimensional ◽  
Assessment Tools ◽  
Choice Test ◽  
Knowledge Gain ◽  
Vector Calculus

<p>A solid understanding of electromagnetic theory is key to the education of electrical engineering students. However, concepts in electricity and magnetism (E&M) are notoriously challenging for students to learn, due to the difficulty in grasping abstract concepts such as the electric force as an invisible force that is acting at a distance, or how electromagnetic radiation is permeating and propagating in physical space. Building physical intuition to manipulate these abstractions requires means to visualize electromagnetism concepts in a three-dimensional space. This project involves the development of 3D visualizations of abstract E&M concepts in Virtual Reality (VR), in an immersive, exploratory, and engaging environment, with the potential to be adopted by Engineering, Science, Mathematics and Medical college curricula across the country.</p><p>VR provides a disruptive platform for teaching and learning, in a realistic and most importantly, interactive three-dimensional environment. There are many advantages for using VR as a teaching tool, as it has the potential of addressing many challenges traditional teaching usually faces, and can lead to increased student engagement while removing some of the anxiety student experience while in active learning environments. Virtual Reality provides the means of exploration, to construct visuals and manipulable objects to represent knowledge, which in turns leads to a constructivist way of learning, in the sense that students are allowed to build their own knowledge from meaningful experiences.</p><p>The VR labs for E&M courses in the ECE department are generated by Electrical Engineering and Computer Science students enrolled in the “Virtual Reality" course at the same university, as part of the course term projects. This reflects the strong educational impact of this project, as it allows students to contribute to the educational experiences of their peers.  Student competencies around conceptual understanding of electromagnetism topics, as well as their understanding of mathematical concepts, are measured via formative and summative assessments. To evaluate the effectiveness of VR learning, each VR experience is followed by a short 10-minute multiple choice test, designed to primarily measure conceptual understanding of the various topics, rather than measuring the ability to simply manipulate equations, and will be tied to the specific contexts and topics of that lab's instruction.</p><p>This paper discusses the implementation and the pedagogy of the Virtual Reality laboratory experiences to visualize concepts in E&M, with examples for specific labs, as well as challenges, and student feedback with the new approach. We will also discuss the integration of the 3D visualizations into lab exercises and the design of the student assessment tools used to assess the knowledge gain when the VR technology is employed. In addition, we discuss the development of VR labs to visualize concepts pertaining to elements vector calculus, designed to enhance student understanding of the nature of operators such the gradient, curl and divergence, as well as the development of VR labs to visualize concepts pertaining to spatial geometry and coordinate transformations. </p><p> </p><p> </p>

Critical Evaluation of Impedance Phlebography for the Diagnosis of Deep Vein Thrombosis

1974 ◽  
Vol 31 (02) ◽  
pp. 273-278
Author(s):  
Kenneth K Wu ◽  
John C Hoak ◽  
Robert W Barnes ◽  
Stuart L Frankel
Keyword(s):  
Deep Vein Thrombosis ◽  
False Positive ◽  
False Negative ◽  
Critical Evaluation ◽  
Original Method ◽  
Vein Thrombosis ◽  
Negative Results ◽  
False Negative Results ◽  
Deep Vein ◽  
Positive Results

SummaryIn order to evaluate its daily variability and reliability, impedance phlebography was performed daily or on alternate days on 61 patients with deep vein thrombosis, of whom 47 also had 125I-fibrinogen uptake tests and 22 had radiographic venography. The results showed that impedance phlebography was highly variable and poorly reliable. False positive results were noted in 8 limbs (18%) and false negative results in 3 limbs (7%). Despite its being simple, rapid and noninvasive, its clinical usefulness is doubtful when performed according to the original method.

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