Dynamic Learner-Assisted Interactive Learning Tools for Power Systems Engineering Courses

Meegahapola, L and Thilakarathne, C 2019, 'Dynamic Learner-Assisted Interactive Learning Tools for Power Systems Engineering Courses', IEEE Transactions on Education, vol. 62, no. 2, pp. 149-156.


Document type: Journal Article
Collection: Journal Articles

Title Dynamic Learner-Assisted Interactive Learning Tools for Power Systems Engineering Courses
Author(s) Meegahapola, L
Thilakarathne, C
Year 2019
Journal name IEEE Transactions on Education
Volume number 62
Issue number 2
Start page 149
End page 156
Total pages 8
Publisher Institute of Electrical and Electronics Engineers
Abstract Contribution: Interactive learning tools with multiple learning support functionalities are nonexistent in power engineering education. An interactive learning tool for supporting student learning in power engineering is shown to improve analytical skills of students. Background: Power network architectures are becoming increasingly complex, requiring the development of educational tools to familiarize students with challenging engineering problems associated with these emerging architectures. Interactive functionalities offered by existing learning tools are inadequate to achieve the learning objectives of the evolving power engineering curriculum. Intended Outcomes: It is expected to improve students' conceptual understanding and analytical skill base by recognizing the correct base-values and actual ratings of power system devices in per-unit calculations, hence students will able to score high marks in exams. Application Design: It is essential to assess the knowledge level of the student for creating effective learning exercises. The proposed interactive learning tools first assess the student's knowledge level, then based on the results create a specific exercise giving a network model, and a unique set of parameters. The tools include solving assistance with three support-levels; in each level more information is provided to assist with solution process enabling students to recognize specific mistakes in their calculations. Once a given exercise is successfully completed, the student is prompted to undertake more challenging exercises, which will assist their progressive cognitive development. Findings: The average mark for the per-unit calculation question in the MST was improved by approx 40 % after implementing the proposed learning tool, demonstrating its effectiveness.
Subject Higher Education
Power and Energy Systems Engineering (excl. Renewable Power)
Science, Technology and Engineering Curriculum and Pedagogy
Keyword(s) Conceptual learning
electrical engineering
interactive learning tools
learning technology
power systems
renewable energy
smart grids
student experience
DOI - identifier 10.1109/TE.2018.2889621
Copyright notice © 1963-2012 IEEE.
ISSN 0018-9359
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