The value of in-class Internet technologies to student attentiveness, engagement, and learning remains both controversial and filled with promising potential. In this study, students were given the option to use LectureTools, an interactive suite of tools designed specifically for larger classes. The availability of these tools dramatically changed the mechanics of the course as over 90% of students attending lecture voluntarily brought their laptops to class.
Archives for December 2020
Advanced Data Acquisition and Control Using a Custom Toolbox for Pic Microcontrollers
This paper presents a personal computer (PC)- based data acquisition and control tool that uses a Peripheral Interface Controller (PIC) microcontroller, Matlab, and Simulink. Specifically, a library of PIC microcontroller functions for Simulink is created. Moreover, the PIC microcontroller and Matlab are merged, by exploiting their serial communication capability, to produce an inexpensive data acquisition and control platform. Finally, the efficacy of this data acquisition and control platform is illustrated by performing angular position control of a DC motor.
The Role of Visual and Verbal Learning Dimensions In Introductory Programming Assessments
This paper describes an investigation into the learning styles of first-year computer programming students in relation to different types of assessment modes. We initiated this preliminary research based on our observation over a number of years of student's who were being taught programming for the first time. All students are required to complete the same types of assessment tasks, regardless of their learning styles, educational and cultural backgrounds. We hypothesize that the misalignment of learning to teaching styles may have an impact on student learning. Hence, the aim of this study is to investigate the correlation of learning styles with assessment format. We present the background of our study together with a brief overview of the learning styles and current research. Finally, we discuss our findings that we have found very little dependence between the learning styles and assessment modes.