SELF-PRACTICING OF LOGIC CIRCUITS THROUGH MOBILE DEVICES: LECTURERS’ AND STUDENTS’ PERCEPTIONS

Electronic devices are widely-used in modern life, and among the multitude of application possibilities, educational technology in order to facilitate learning and practicing becomes more and more important. In recent years, many studies demonstrated how to support students in electronic-based learning (e-learning) environments. Portable devices such as smartphones and tablet PCs make learning and teaching materials more accessible to students and lecturers. Following on from computer-based and web-based learning, mobile-based learning (m-based learning) provides a third generation of e-learning. Although there already exists a large number of m-based learning applications, there is still a lack of studies which investigated the lecturers’ and students’ perceptions of m-based learning environments.

These issues are investigated in this paper. In order to ascertain perceptions of students and lecturers, a web-based questionnaire study was conducted with respect to collecting objective and subjective data. As learning content, Logic Circuits and Hardware Description Language (HDL) – a core subject for computer science students – was chosen. The questionnaire comprised both open and multiple choice questions. It focused on lecturers’ and students’ experiences on learning and practicing Logic Circuits and HDL via mobile devices, and on their perceptions about improvements in technical subjects through self-practicing with mobile devices. In addition, prior knowledge with respect to Logic Circuits and HDL, interest in the subject, and common difficulties in the learning process of Logic Circuits and HDL were assessed.

Ten lecturers and seventy-nine students with computer science background participated in the study. All ten lecturers had experience in teaching Logic Circuits and eight had taught HDL. Fifty-seven of the students had at least some experience with Logic Circuits; twenty-two did not have any prior knowledge and thus were exempt from answering the technical questions. Thus, the data of ten lecturers and fifty-seven students are included in the analyses.

Seven out of ten lecturers highlighted that more than forty percent of students had difficulties with Logic Circuit and the implementation of it via HDL. Six lecturers indicated that an m-based learning application would be helpful in the area of Logic Circuits; in their point of view, specific advantages are their simplicity, the possibility of immediate feedback, and providing interaction and visualization. However, four lecturers do not see additional benefits of m-based learning applications.

Six technical questions measured the level of students’ knowledge in the field of Logic Circuits. The findings show that the number of correct answers was linked to their interest in the subject. With respect to the students who are interested in the field of Logic Circuits, the results show a positive attitude towards practicing on graphical and code view of Logic Circuits via mobile devices.

In sum, the study indicates that m-based learning environments in the field of Logic Circuits and HDL are a promising approach and they are perceived as helpful by students who are interested in this topic.