SIMULATION ELECTROMAGNETIC WAVES WEB AS

INNOVATIVE METHODOLOGY TO IMPROVE THE

QUALITY OF ELECTRONIC AND COMPUTER

ENGINEERING FORMATION

Pilar Martinez Jimenez, Gerardo Pedros Perez, Marta Varo

Department of Applied Physics, Cordoba University, Cordoba, Spain

Mª Carmen Garcia Martinez, David Muñoz Rodriguez, Elena Varo-Martínez

Department of Applied Physics, Cordoba University, Cordoba, Spain

Juan Luna Rodriguez

Department of Computer and Electronic Technology, University of Cordoba, Cordoba, Spain

Keywords: Interactive Simulation, Electromagnetic waves, Tutorial lessons, Educational Technology.

Abstract: In this work an introduction to the main design features of a computer-aided educational package addressed

to students of the final years of Electronic and Computer Engineering is presented. The Software includes

interrelated tutorial, computer simulations and test questions, in which graphical outputs, hypertexts and

animations are widely used. The package is devoted to the simulation study the concepts and propagation

electromagnetic waves. It provides instant numerical evaluation and a graphical display of different studies.

The software presented in this paper has all the following features: an integrative character, personalized

and active learning process, adaptability to teacher’s aims, versatility as a teaching tool, multimedia

resources and simplicity. This study has been carried out with final-year students at the Superior

Polytechnic School of Cordoba (Spain), with highly favourable results when compared with students who

did not use the software.

1 INTRODUCTION

At present, the main objective of many software

systems developed is teaching and the transmission

of knowledge. The use of a computer for this

purpose accelerates the learning process of the

notions provided by the system since interacting

with it helps the contents to be assimilated more

quickly and placidly (Martínez-Jiménez , P., Varo,

M.; García, M. C.; Pedrós Pérez, G.; Martínez-

Jiménez, J. M.; R. Posadillo, R.; Varo-Martínez,

E.P, 2009).

Some published works show the interesting

possibilities offered by computer applications to

promote the comprehension of concepts by means of

the conceptual change process. Both solving

problems and the approximation and performing of

experiments by pupils can be considered guided

activities (Ras E., Carbon R., Decker B., and Rech

J., 2007

). Thus the computer can be used as a

reflection device, in which students are the

protagonists of their own learning process

(Stefanovic M, Matijevic M, Cvijetkovic, 2009).

The creation of a virtual laboratory permits the

dissemination of that information to its final users

and the teaching of theoretical-practical concepts by

experimentation making use of the new technologies

(Romero, C.; Ventura, S.; De Bra, P., 2009

). In

addition, the expansion of the software through

Internet makes it easy for any professional or student

interested in the theme developed to use the

laboratory and benefit from its contents, thus

obtaining a didactic complement to the traditional

theory classes (Avouris, N.M. Tselios, N.; Tatakis,

231

Martinez Jimenez P., Pedros Perez G., Varo M., Garcia Martinez M., Muñoz Rodriguez D., Varo-Martínez E. and Luna Rodriguez J..

SIMULATION ELECTROMAGNETIC WAVES WEB AS INNOVATIVE METHODOLOGY TO IMPROVE THE QUALITY OF ELECTRONIC AND

COMPUTER ENGINEERING FORMATION.

DOI: 10.5220/0003292202310236

In Proceedings of the 3rd International Conference on Computer Supported Education (CSEDU-2011), pages 231-236

ISBN: 978-989-8425-50-8

 2011 SCITEPRESS (Science and Technology Publications, Lda.)

E. C.; 2001).

In order to improve the rate of success and to

adapt the curricula of electronic and computer

engineers to the requirements of new societal and

industrial challenges, a new discipline (subject) in

higher education was introduced at the Superior

Polytechnic School of Cordoba University, Cordoba,

Spain: “Optical Communication Systems”.

The course on Optical Communication Systems

has a total of 45 hours assigned. The main topics

treated are:

1. Electromagnetic waves

2. Optic

3. Electro-optic theory and devices

4. Acousto-optic theory and devices

5. Optic fiber

6. Optic Communication Systems

In the normal course of the subject, throughout the

first and second academic years (2004/2005 and

2006/2007), the teachers in charge noticed that

students had difficulties in understanding

electromagnetic waves thematic units. In order to

improve the level of teaching and encourage self-

learning, it was decided to develop a computer

application (Simulation Laboratory), which would

enable students to study all the basic theoretical

aspects of these disciplines and permit the

simulation and visualization of general problems,

obtaining both numerical and graphic results.

For that reason, the research team carried out an

educational project related to the development,

application and evaluation of an Electromagnetic

waves Multimedia Web Simulation Laboratory

(http://rabfis15.uco.es/espectroscopia/) (OEMSL), in

which a theoretical-practical study was conducted

into basic principles and propagation of

electromagnetic waves.

The general aims intended in this process were:

• to relate the theoretical and practical

aspects of teaching.

• to ensure that students obtain sufficient

information on the nature and propagation

of electromagnetic waves.

• to improve the self-learning process and

induce a critical analysis of the results.

• to provide an active and more personalized

education to motivate the student.

To achieve these ends, the research team has

taken into consideration the results from the

evaluation of work in previous years. The

educational experiment was carried out with the

final year of Electrical and Computer Engineering

students and for two consecutive years.

In this work the design process of a first

program, together with a summary of the results

obtained in its experimentation will be presented.

2 DESCRIPTION OF SOFTWARE

The software used in the experiment was developed

in a Windows environment, using a multimedia web

programming tool (Microsoft .NET).

The virtual laboratory is on-line in the Applied

Physics Department of the University of Cordoba

web page in Internet (http://rabfis15.uco.es/

espectroscopia/) and it is a free access program.

The application consists of three different parts,

but connected to each other: Tutorial, Simulation,

and Help.

Tutorial Module

In this module, different concepts, basic principles

and properties of electromagnetic waves, related

with the topics dealt in the OEMSL are explained in

illustrated and animated tutorials. Their objective is

to expound, clearly and concisely, the principles

ruling the mean concepts and properties, as well as

the basic electromagnetic waves and spectroscopic

theory, with a direct application of these effects.

Help Module

The Help module consists of a series of documents

in a HTML format, which explains the functioning

of each of the sections making up the program.

Simulation Laboratory Module

This module is the most interesting one in the

program from an educational point of view, since it

permits students to perform simulated experiments

following an activity program-guide. In this module

there is a series of options corresponding to each of

the cases to be analyzed: electromagnetic waves,

reflection, refraction, diffraction, interferences,

spectroscopy etc. As a study sample the Laboratory

corresponding to the interference of two coherent

sources (Figure 1) is considered. In Figure 2 the

screen corresponding to the spectroscopy study is

also shown.

These simulation screens have been designed to

include horizontal buttons. In the horizontal quick-

access buttons, there is a direct access a simulation

and representation of phenomena study.

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Figure 1: The Interference of two coherent

sources.Stationary interference pattern.

Figure 2: Spectroscopy Study.

3 WORK METHODOLOGY

WITH OEMSL

The software described above is simple to use and,

additionally, contains a help module, which provides

enough information for the user to handle it

satisfactorily. However, in order to try to improve

this software’s educational effectiveness, a program-

guide of activities is designed, which direct the

students’ interaction work with the computer.

This program-guide can be presented as an

additional document that is available in the web

http://rabfis15.uco.es/deptfisica/eps/ and also

http://www3.uco.es/moodle/.

The overall activity, made up of a large set of

specific tasks, consists of accessing to the simulation

module and performing virtually some simulations

such as the case of the study of the waves, and

different phenomena, following the steps proposed

by the program guide.

Finally, students are asked to meditate on the

results obtained and to formulate their personal

conclusions on the software’s educational value.

For students using this program, the tasks of the

greatest didactic interest correspond to the

development of the third overall activity of the

program-guide, in which students are invited to

reflect on and analyze what they are observing in the

simulation

4 DEVELOPMENT AND

EVALUATION OF

EDUCATIONAL EX PERIMENT

A. Experimental Design of the Research Work

As well as developing didactic software, it is

necessary to apply the programs elaborated in real

educational contexts and to evaluate their influence

on the acquisition of scientific knowledge through

educational research processes, as it has been done

with the pupil "Optic Communications Systems".

With the aim of checking the degree of reliability

of the tool used and its influence on the lecturing

improvement of these subjects, four groups of the

total of students were set up. Two of these groups

following a traditional teaching method {control

groups GC1 (n=14) and GC2 (n=16)}, based on a

theoretical exposition and Classroom practice. The

other two groups had been given the same

theoretical-practical contents using the OEMSL as a

complementary tool in the learning process

{experiment groups GE1 (n=15) and GE2 (n=15)}

The lecturer team has therefore proposed one

main research objective: to contrast the results in

training acquired by students in their knowledge of

the basis and devices when working with the

simulation laboratory, and when they only received

traditional teaching.

In order to make a quantitative assessment of this

main aim the teachers have divided it into three

objectives or specific aims related with the learning

of concept procedures carried out by students when

doing work with or without the aid of the software

described above. These specific objectives are:

1. To learn about the physical basics of the

electromagnetic waves.

2. To acquire the necessary knowledge to determine

the basics of the different phenomena.

3. To relate the theoretical-practical aspects in order

to be able to solve practical problems.

B. Description of the Process followed in the

Experimental Stages

The following is the process followed:

SIMULATION ELECTROMAGNETIC WAVES WEB AS INNOVATIVE METHODOLOGY TO IMPROVE THE

QUALITY OF ELECTRONIC AND COMPUTER ENGINEERING FORMATION

233

1st Lecture Section: Common to the four groups,

in which the fundamental concepts are explained.

Students have previous written information on them.

2nd Classroom practice: Here the problems

proposed and later solved by students are

commented and discussed, the class being given to

each group individually. The control groups have

two hours per week.

The experiment groups have 1 hour weekly of

problems and 2 hours every two weeks of laboratory

simulation. On average, they receive the same

number on hours, the difference is that the

experimental groups solve the problems with the

simulation software and the control groups don’t use

the virtual programm. The students are provided

with a program-guide, in which the process to follow

is indicated, as well as the problems to be solved

through a Simulation. All the questions they may

have are resolved by the lecturer giving the

simulation laboratory practice.

The students in the control groups are given the

same practical cases as the experiment group ones,

and they can solve them in small groups in the

practice class under the supervision of the lecturer in

charge of it.

After working with the software, the students

from the experiment groups did the same practice

works as the control group students. On finalizing

this process, each student gives in a written report in

which they show and analyze the results obtained,

reach conclusions, and answer diverse questions

related to their interpretation of the proposed

problems.

To carry out the study made with the control and

experimental groups, a set of questions and exercises

that students must resolve individually completes the

instruction. These exercises are practical problems

that require the revision of prior theoretical

information.

The time devoted to the study of these themes

was similar in all the groups since the experiment

group students substituted 1 hour of Classroom

practice for the Laboratory Simulation. The

experiment groups had the advantage of, when

carrying out the practice exercise, being able to

consult at any moment any question they had on the

theory since, in each simulation screen, there was a

link to the theme in the tutorial related to that

specific simulation. Other advantages shown in

using the software are the ability to rapidly repeat an

experiment simulation however many times it is

required and the possibility of receiving a diagnosis

on the level of learning at each moment by accessing

to the Tutorial questionnaire.

C. Evaluation of the experiment

In order to make an evaluation of the development

of this educational experiment, i.e., to study the

degree of satisfaction in the achievements of the

educational objectives proposed, an evaluation was

made of the learning acquired by each of the

students of control groups GC1 and GC2 and of

those in the experiment groups GE1 and GE2,

account being taken of the following aspects:

a) The quality of the work reports drafted by

students at the end of the virtual laboratories

(Experiment Groups) and the work presented by

control group students concerning the practical

cases resolved in the practice classes (between 0

and 10 points).

b) The results of a set of questions and exercises

that students had to resolve individually

(between 0 and 10 points).

c) The results of a written test made up of several

questions, in which students had to demonstrate

that they can relate the theoretical-practical

aspects involved in the study (between 0 and 10

points: 1 point/1 true question, 0 point/ no

answered question and (-1)/ wrong question ).

d) The results of an exam in which a practical

problem was proposed (between 0 and 10

points).

5 ANALISYS OF RESULTS

For the study of the evaluation results for each of the

objectives, the partial marks assigned to the students

in the different groups is taken and, for each one,

four categories or levels of learning were established

according to the following classification: category I

corresponded to very low marks (deficient learning:

between 0-5 points), category II to average marks

(fair or semi-acceptable learning: between 6-7

points), category III to high marks (good learning

level: between 8-9 points) and category IV

corresponded to very high marks (very good

learning level between 9-10 points).

Figure 3 shows the results obtained by the

students in the control groups GC1 and GC2,

corresponding to the evaluation of the three

objectives (1

, 2

, and 3

), allocated to categories

(I, II, III and IV). The relative frequencies or

percentages corresponding to each of the four levels

established for each objective and group are shown

in columns, those on the left being for group GC1

and on the right those for group GC2. It can be seen

that the results obtained by both groups are fairly

similar. On comparing the results from GC1 and

GC2 in each of the three objectives, it was observed

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38 29 36 42 22 30

40 46 47 33 34 43

III

14 1 5 9, 7 2 1 2 7 18

8,3 9 ,7 6,9 4,5 16 9

.1º2º3º.1º2º3º.

Figure 3: Results of learning objective evaluation in the

control groups.

that there were some differences in the different

categories, but in the statistical contrast study made

between the average marks of each group no

statistically significant differences in any of the

objectives were noted. This means that both groups

had developed a similar learning process and had

reached a similar performance level.

In the experiment groups, the same evaluation

process was followed as in the control groups.

Figure 4 shows the results obtained by the students

in these groups, on the left are the GE1 group data

and on the right those of group GE2. This figure

shows that the results obtained by both groups also

present a similar allocation of percentages to the

different categories of the objectives evaluated.

Moreover, in the statistical contrast study made

between the average marks of each group, no

statistically significant differences were noticed in

any of the objectives, which were logical because

both groups had the same initial characteristics, had

carried out a similar study process and had reached a

similar performance level.

15 9, 2 19 13 14 26

23 20 42 23 27 37

III

45 48 29 47 39 24

11 17 2

. 1º 2º 3º . 1º 2º 3º .

Figure 4: Results of learning objective evaluation in

experiment groups.

In order to analyze the influence of the

methodology followed in the experiment groups, a

comparison was made of the results of these groups

with those previously obtained by the control

groups.

For instance, on analyzing the data of the first

and second objectives, it was observed that the

percentages of categories I and II were much higher

in the control groups than in the experiment groups,

which suggests a shift in the number of students

from groups GE1 and GE2 who had achieved these

objectives compared to those who had not done so in

groups GC1 and GC2. Likewise, on applying several

statistical contrast tests, significant differences were

noted between the average values of the marks

obtained in objectives 1 and 2 in the experiment

groups. This led the consideration of the use of the

software described, had contributed to improving

knowledge about the physical fundaments in the

experiment group of students.

With regard to the third objective, the

comparative analysis shows that the result was also

better in the experiment groups than in the control

groups, so that it can be said that the use of software

favored the development of the procedures and skills

necessary for the resolution of the questions and the

practical problems.

Finally, the research team proceeded to evaluate

and categorize the general performance of each

student from the different groups, analyzing the set

of data obtained throughout the experiment. To elicit

an overall mark, the marks corresponding to the

three objectives were added up, so that each

individual had a mark of between 0 and 40 points.

With the same procedure as above, four overall

performance levels were established, as follows: L

(overall mark between 0 and 10 or deficient learning

capacity), L

(overall mark of between 10 and 20 or

semi-acceptable learning capacity), L

III

(overall

mark of between 20 and 30 representing a good level

of learning) and L

(overall mark of between 30 and

40, corresponding to an optimal or very good

learning result).

Figure 5 shows the overall results of the four

groups, with the percentages of the four all-round

performance levels in each group. Firstly, it can be

seen that the control groups GC1 and GC2 gave very

similar results in the four levels. The same happens

in the results of the experiment groups GE1 and

GE2, although these groups present a better overall

performance than the previous ones. Indeed, levels

and L

show a higher percentage in the control

groups with respect to the experiment groups. On the

contrary, in level L

III

, the experiment groups

obtained much better results than the control groups

(with differences of over 20% between these

groups). Finally, in level L

, all the groups reach

similar although low percentages which indicate that

there were difficulties in achieving an optimal

SIMULATION ELECTROMAGNETIC WAVES WEB AS INNOVATIVE METHODOLOGY TO IMPROVE THE

QUALITY OF ELECTRONIC AND COMPUTER ENGINEERING FORMATION

235

performance level both for the control groups and

the experiment groups.

I II III IV

GC1

GC2

GE1

GE2

Figure 5: Comparative study of grade frequency versus the

different marks for each of the groups participating in the

study.

From a statistical processing of the overall marks

of the four groups (with a Kruskal-Wallis test), it

can be deduced that the use of the Simulation

Laboratory favors the training of the average

student, and causes a shift in results from the grades

of “deficient” and “acceptable” to “good” in the

experiment groups.

Finally, the similarity in the results obtained in

level L

was due to the fact that in all the groups

there were a few students with a higher level of

specific knowledge and a greater interest in the

subject, regardless of the teaching methodology.

From these facts, it can be concluded that the

instruction process followed in the experiment

groups enabled students to achieve a higher progress

level than in the control groups and that the program

used is a useful aid for improving the learning

process. These facts would appear to confirm the

results obtained in other studies showing the

favorable influence of the use of simulation

programs in the teaching of physics and of other

sciences (Lee WJ, Gu JC, Li RJ, et al. 2002; Becerra

VM, 2004).

6 CONCLUSIONS

In this article, an empirical educational piece of

research has been described, from which it has been

deduced that the use of an Electromagnetic waves

simulation program can be used by students for a

better comprehension of the main concepts used in

the work of this subject, and can especially

contribute to improve the work of those students

who have the greatest learning deficiencies.

The software described is compact, intuitive and

friendly and constitutes an effective new tool for

introducing students to Electromagnetic waves

Science.

Indeed, after carrying out the study described

here, the teachers have had the satisfaction of

observing the tallying of the results obtained with

other results from previous investigations, in which

it was demonstrated that the use of suitable

educational software helped to improve the learning

achievements of students.

The use of this Simulation Laboratory as a

learning aid which complements the traditional

method has the following advantages:

• It permits the reflective self-training of students

through their individual work, either as a

clarification and complement to experiment

laboratories or as a practical task.

• It permits teachers to focus on the explanation

of the basic theories and reduces the time that at

present is devoted to introducing the mode of

operation and working.

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