Using web‐based gamified software to learn Boolean algebra simplification in a blended learning setting

One of the fundamental topics in the education of students enrolled in computer‐related degrees is that of Boolean algebra. This is because it allows the expression of several problems related to digital design, artificial intelligence, databases, compilers, and formal languages, among others, as a sequence of Boolean operations and variables, which can be dealt with by using Boolean algebra methods to optimize algorithms, minimize digital components, and so forth. This study presents a piece of web‐based software, denominated as MiniBool, which has been developed with the objective of supporting the learning of Boolean algebra in a blended learning setting. This educational proposal gives students the opportunity to reinforce learning at any time and in any place. It additionally increases the learners’ motivation by including gamification, through the use of a ranking that shows the students’ level of participation. MiniBool was evaluated by means of a formal experiment, which was carried out with Discrete Mathematics students at a higher education institution in Mexico, where two groups were formed randomly: A control group, whose members attended classes and reinforced their knowledge in a traditional manner with a pencil and paper, and an experimental group, which learned in a blended learning context, receiving the same classes as the control group, but reinforcing what they had learned using MiniBool. The statistical results obtained indicate that the use of MiniBool has a positive and motivating effect on learning and that a greater academic performance is achieved than when the traditional teaching‐learning method is applied

Teaching Fundamentals of Digital Logic Design and VLSI Design Using Computational Textiles

This thesis presents teaching fundamentals of digital logic design and VLSI design for freshmen and even for high school students using e-textiles. This easily grabs attention of students as it is creative and interesting. Using e-textiles to project these concepts would be easily understood by students at young age. This involves stitching electronic circuits on a fabric using basic components like LEDs, push buttons and so on. The functioning of these circuits is programmed in Lilypad Arduino. By using this method, students get exposed to basic electronic concepts at early stage which eventually develops interest towards engineering field

The Megaprocessor as an Educational Tool Making the Abstract Concrete

Computer architecture courses can be difficult for students to engage with and learn from. This is because, unlike most core courses for a computer science student, learning architecture is an abstract process. To address this, universities have implemented methods for teaching course material other than purely descriptive methods. This typically means using simulations to model some aspect of a CPU or FPGA (fieldprogrammable gate array) boards for hands-on experimentation in CPU design. However, there are issues with these tools. Simulations can only cover a few topics well, are prone to being abandoned, and introduce additional abstraction layers. FPGAs, while great for advanced topics and long class projects, are often best suited for senior and graduate level students. Both methods are useful, but neither offers a tangible learning experience, which is what the Megaprocessor can provide. The Megaprocessor is a room sized, general-purpose computer made from discrete components, whose architecture is comprised of primitive logic gates with LEDs on every input and output. The entire circuitry of the Megaprocessor is transparent to the users, with its entire state visible and unabstracted. Because of these properties, it is a great learning mechanism for computer architecture education. The Megaprocessor is a tool for hands on and project-based learning that can be used to span the learning gap between simulations and FPGAs

Improving the freshman electrical and computer engineering lab

This thesis covers the challenges of creating and maintaining an introductory engineering laboratory. The history of the University of Illinois Electrical and Computer Engineering department’s introductory course, ECE 110, is recounted. The current state of the course, as of Fall 2008, is discussed along with current challenges arising from the use of a hand-wired prototyping board with logic gates. A plan for overcoming these issues using a new microcontroller-based board with a pseudo hardware description language is discussed. The new microcontroller based system implementation is extensively detailed along with its new accompanying description language. This new system was tried in several sections of the Fall 2008 semester alongside the old system; the students’ final performances with the two different approaches are compared in terms of design, performance, complexity, and enjoyment. The system in its first run shows great promise, increasing the students’ enjoyment, and improving the performance of their designs