Welcome to the InfoSci Platform
Multimedia Learning: Simulated vs. Real-World Digital Logic Circuit Curriculum

Multimedia Learning: Simulated vs. Real-World Digital Logic Circuit Curriculum

Jared Wuerzburger, Oscar G. Henriquez
Copyright: © 2019 |Pages: 15
ISBN13: 9781522594383|ISBN10: 1522594388|EISBN13: 9781522594390
DOI: 10.4018/978-1-5225-9438-3.ch012
Cite Chapter Cite Chapter

MLA

Wuerzburger, Jared, and Oscar G. Henriquez. "Multimedia Learning: Simulated vs. Real-World Digital Logic Circuit Curriculum." Handbook of Research on Innovative Digital Practices to Engage Learners, edited by Prince Hycy Bull and Jared Keengwe, IGI Global, 2019, pp. 246-260. https://doi.org/10.4018/978-1-5225-9438-3.ch012

APA

Wuerzburger, J. & Henriquez, O. G. (2019). Multimedia Learning: Simulated vs. Real-World Digital Logic Circuit Curriculum. In P. Bull & J. Keengwe (Eds.), Handbook of Research on Innovative Digital Practices to Engage Learners (pp. 246-260). IGI Global. https://doi.org/10.4018/978-1-5225-9438-3.ch012

Chicago

Wuerzburger, Jared, and Oscar G. Henriquez. "Multimedia Learning: Simulated vs. Real-World Digital Logic Circuit Curriculum." In Handbook of Research on Innovative Digital Practices to Engage Learners, edited by Prince Hycy Bull and Jared Keengwe, 246-260. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9438-3.ch012

Export Reference

Mendeley
Favorite

Abstract

Instructors, professors, and lecturers are always seeking to provide students with real-world experiences that provide hands-on instruction, particularly in technical, engineering, and professional education environments. Many barriers to providing realistic project-oriented classroom experiences include safety, overall cost, procurement of necessary laboratory components, and available physical space. The study conducted analyzed the two randomly sampled student groupings of digital experiences and real-world experiences at a midwestern university, with groupings named traditional hands-on lab and MultiSim, respectively. Grouping 1 utilized digital labs simulations utilizing MultiSim while Grouping 2 used the traditional form of physical labs. The analysis did not indicate a statistically significant difference in student performance between groups using MultiSim (M=26.38, SD=14.527) and students using traditional hands-on methods (M=21.39, SD=16.284) t(45)=-1.11, p=.274. Implications, and recommendations are featured to provide context.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.