Evaluating the effect of using synchronous machine simulations to support traditional teaching methodology in electrical engineering degree courses

Abstract

Based on the equivalent electrical circuits, synchronous machine concepts are abstract and difficult to understand. Many studies highlight the difficulty that engineering degree students have understanding electrical circuits, and propose different methodologies to address this. This study aims to show how the use of computer assisted teaching improves general understanding of synchronous machines, in accordance with the following hypothesis: “complementing the traditional approach to teaching synchronous machines courses (based on theory lessons and practical laboratory sessions), with computer simulations, improves conceptual understanding and, consequently, course success rates”. In order to test the effectiveness of the proposed teaching methodology, a controlled experiment was conducted. The students were separated into two groups, control and experimental, and their responses compared. The former followed traditional teaching methodology, while the latter utilised the proposed complementary computer assisted simulations. Both groups were evaluated according to the same test comprised of a list of comprehension questions. The results of the z-test analysis show that z = 4.365, p < 0.001, meaning the null hypothesis can be rejected and a significant contrast between the two groups can be recognised. The effect size, evaluated using Cohen's d, is d = 0.816, again indicating that the difference between the groups is significant. The posttest results reveal that the experimental group outperformed the control group in all three of the dimensions under analysis: theory, problems and complete test.