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Enhancing Learning in Microelectronic Circuits: Integrating LTspice Simulations and Structured Reflections in a Design Project

Guardado en:
Udgivet i:Education Sciences vol. 15, no. 8 (2025), p. 1045-1064
Hovedforfatter: Shekh-Abed Aziz
Udgivet:
MDPI AG
Fag:
Problem solving
Pedagogy
Software
Students
Curricula
Instructional design
Circuits
Feedback
Skills
Simulation
Embedded systems
Active learning
Computer engineering
Engineering education
Metacognition
Critical thinking
Problem based learning
Qualitative research
Computer Simulation
Authentic Learning
Reflection
Lecture Method
Learning Processes
Cognitive Processes
Learning Theories
Educational Technology
Electronic Equipment
Simulated Environment
Pattern Recognition
Feedback (Response)
Reflective Teaching
Educational Objectives
Electronics
Outcomes of Education
Course Content
Learner Engagement
Educational Strategies
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Resumen:This study investigates the integration of LTspice simulations and structured reflective practices within a project-based learning (PBL) framework in a Microelectronic Circuits course. The course was designed to improve students’ conceptual understanding, problem-solving abilities, and engagement by embedding simulation-based assignments and guided reflections within a final design project. A qualitative case study was conducted with 49 third-year undergraduate electrical engineering students. The data sources included structured reflection submissions, researcher observations, and evaluations of project presentations. Thematic analysis identified five recurring themes: linking theory to practice, iterative problem-solving strategies, metacognitive awareness, peer engagement, and reflections on integration challenges and benefits. The results indicate that the LTspice simulations enabled the students to visualize circuit behavior, experiment with design parameters, and observe the effects of design trade-offs. The integration of structured reflection prompted deeper learning by helping the students recognize misconceptions, articulate troubleshooting strategies, and build confidence in circuit analysis. Although some students initially struggled with the complexity of the simulation software, the iterative and collaborative nature of the PBL process increased their motivation and promoted meaningful engagement. This study contributes to the growing body of research on active learning in engineering education and offers practical recommendations for implementing simulation-based learning environments that promote critical thinking, metacognition, and technical competence.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15081045
Fuente:Education Database