Abstract:

This study presents an educational improvement initiative to optimize practical knowledge teaching in the Electroacoustic Transducers course for fourth-year students in the Sound and Image Engineering program at the University of Málaga, with a sample of 16 students. The innovation addresses two main objectives. First, to bring students closer to the professional world of loudspeaker design, supporting learning academic concepts perceived as unrelated to the commercial market. Secondly, to promote autonomous decision-making among students when confronted with technical problems related to speaker drivers and cabinet designs.

The proposed activity was structured around a problem-based learning approach, emphasizing active learning, where students were placed in scenarios requiring them to deal with technical issues using their pre-existing knowledge. Students have experienced the various phases of building a loudspeaker enclosure, applying an experiential approach to theoretical concepts. They were assigned to provide a complete engineering solution to a customer’s initial specifications. The activity included conducting independent research, learning to design acoustic enclosures, and addressing problems such as selecting commercial models of speaker drivers and audio power amplifiers.

Students started the enclosure design research based on theoretical knowledge of loudspeakers and cabinets from previous class sessions. They also integrated concepts from other courses and years of their degree program. In particular, the activity highlighted the practical application of Acoustic Engineering and Audio Electronics fields. The design solutions presented by all groups met the fictitious customer’s requirements, proving their personal and professional problem-solving abilities in realistic scenarios.

Observations during the activity and final presentations confirmed that all groups completed tasks for modules related to loudspeaker analysis and design and cabinet design. Some groups even extended their designs by incorporating concepts from most advanced modules, such as crossover filters. From a methodological standpoint, students gained knowledge through personal investigation, as no specific enclosure design algorithm was taught, yet all groups managed to propose a final design with specified features. They conducted independent meetings during the activity, demonstrating their ability to plan subsequent tasks autonomously.

Student feedback was positive, with full participation and significant engagement observed throughout all sessions. The activity was evaluated using two surveys, one administered before and the other after the activity, with students answering questions on various aspects such as commitment, organization, and learning. The results indicate a positive impact on students' motivation, communication, and teamwork skills. Students reported that this activity was one of the most realistic practical exercises they had encountered during their degree, providing valuable reinforcement concerning prior lecture-based learning.

In conclusion, this activity improved students' learning experiences by promoting more enduring and applicable knowledge based on realistic settings, contrasting with the more theoretical approaches of previous years. This initiative successfully met its objectives by engaging students in meaningful problem-solving activities, ultimately bridging the gap between academic learning and professional practice.

Keywords:

Education, learning experience, education experience, STEM, engineering, PBL, Problem-based learning, Teamwork skills, Professional practice, Collaborative learning, active learning.