Track 10.Teacher Education for ICT integration in classroom Authors: Natércia Lima, Clara Viegas, Maria Arcelina Marques, Gustavo Alves and Francisco José García Peñalvo https://youtu.be/TWFmg4gbHXI

1. 1
Macro Analysis on how to Potentiate
Experimental Competences using VISIR?
Natércia Lima, Clara Viegas, Arcelina Marques, Gustavo Alves, Francisco Garcia-Peñalvo
Salamanca- Spain 2018

2. 2 2
Remote Lab: VISIR (Virtual Instrument Systems in Reality)
This Laboratory was developed for remote experimentation on electricity and
electronics. It is based on virtual Instrumentation, i.e., real physical
instrumentation accessible through virtual interfaces.
Under the scope of VISIR+ Project

3. 3
Didactical approach: Simultaneous usage of Hands-on Lab /
Simulations / Remote Lab
Simulation:
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Remote Lab:
Advantage of the simultaneous use:
• Engineering students need to perform experiments as they allow them to apply theory concepts through
the handling of instruments equipment and data, building up and consolidating knowledge and skills
• Different resources allow students to practice some experimental skills in a different manner,
complementing their competences
use the internet
(configuring, controlling and/or monitoring results)
real experimental results computational model
results
Hands-on Lab:
physical contact with the
experimental devices

4. 4
Research Question and Design
Focused in each didactical implementation, their characteristics and teacher usage and
perception success factors that impact in students’ performance and motivation:
“Which didactical implementations design factors seem to influence students’ performance
and motivation according to teachers’ perception?”
Multi-case study research
• 39 didactical implementations  2 countries  25 courses  51 teachers  1563
students;
• Data analyzed:
• detailed information about VISIR
implementation;
• number of accesses to VISIR;
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• answers to a satisfaction questionnaire;
• teachers’ interviews and informal
comments;

5. 5
Research Question and Design
• Dimensions and Categories:
• Design
• Implementation
• Teacher Perception
3 levels
Teacher goal
Tasks proposed to students
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Dimensions Categories
Design
Course Implementation Edition
Resources Used
Simulation
Hands-on
Tasks
Number
Weight in final grade
Regime*
Competence Goal Level
Implementation
VISIR Introduction
In class
None
VISIR Support
Presential
Email
Support Material
Implemented Tasks
Circuits Assembling
Circuits Design
Teachers logs to VISIR
Teacher
Perception
Students performance
Teacher satisfaction
External factors

6. 6
Case Study Characteristics
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Case#
Country
Implemen
tation
Topic
Course
Name
Level
Number
T St
C1 Br Physics Physics C 1 65
C2 Br Electricity
Basic
Electronics
S 1 25
C2 Ar Physics Physics IV C 4 118
Case#
Country
Implementa
tion Topic
Course
Name
Level
Number
T St
C4 Br Electricity
Circuits
Theory
S 1 15
C5 Br Electricity Electricity I S 3 164
C6 Br Electricity Electricity II S 1 8
C7 Br Electricity
Instrument
ation
S 1 35
Case#
Country
Implementatio
n Topic
Course Name
Level
Number
T St
C8 Br Mathematics Calculus IV C 1 124
C9 Br Mathematics
Probabilities and
Statistics
C 1 84
C10 Br Electronics Instrumentation I C 1 45
C11 Br Electricity Circuits III S 1 19
C12 Br Electricity Electronics II S 1 18
C13 Br Electronics
Amplifying
Structures
S 1 4
C14 Br Electricity
Electric Circuits
Laboratory
S 2 36
C15 Br Projects
Engineering
Introduction
S 4 20
C16 Br Electricity
General Electricity
Laboratory
C 4 442
C17 Br Electricity
Electric and
Magnetic
Measurements
S 2 50
C18 Br Electricity Applied Electricity I 1 15
C19 Ar Electronics
Physics of
Electronic Devices
S 4 55
C20 Ar Electricity Circuits Theory S 5 91
C21 Ar Electronics
Devices &
Electronic Circuits I
S 7 60
C22
Ar
Physics Physics II S 3 41
C23
Ar
Electronics Electronics 2 S 2 13
C24
Ar
Electronics Electronics 3 S 2 8
C25
Ar
Physics Electronics 1 S 2 8
High School: 6 teachers/208 students
Technological: 6 teachers/222 students
HigherEducation:39teachers/1133students
Courses with very different
contents and level of difficulty
Courses with more than one
implementation:
C3, C5, C8, C9, C16, C17, C19

7. 7
Results: VISIR Design
Tasks:
• number: 1 to 4
• weight to final grade: Qualitative/Quantitative (5 to 27%)
• 44% in groups/33% individual
• 28% mandatory
7
Resources Used
Competence
Goal Level

8. 8
Results: VISIR Implementation
• VISIR Introduction:
• 36 teachers introduced it in class
• 3 with no introduction
• VISIR Support (along the semester):
• 44% tasks performed during class time
• 15% email
• 33% uploading support material
• Implemented Tasks:
• 12 implementation with type 1 task
• 23 implementations with type 2 task
• 1 implementation with type 3 task
• Teacher logs/Task:
• from 3 to 85
8
For all high school and technological course implementation,
the tasks were fully performed in class
Most high school and technological course implementation
opted for type 1 tasks
More demanding tasks for higher education
In 12, while teachers were explaining VISIR, doing some assembling
and measurements students were doing the same in their pc

9. 9
Results: Teacher Perception
9
Factors (positive/negative)
TeacherSatisfaction
Increase students practice 31
Increase students motivation 8
Diversify teaching methods 9
Increase teacher autonomy 3
Cost Free 3
Damage Free 3
Configuration Issues 6
Instability 3
Interface old fashionable/too simple 2
Teachers experience with tool required 2
External
Factors
Problems with Internet 7
Computers and/or Computer room not
adequate/available
5
Nothing negative to highlight 10
Student’s acceptance of VISIR Opinion of VISIR

10. 10
Discussion
• 25 Courses with different characteristics: context, implementation topic, level
regarding course contents, etc.
• Courses with a single edition:
• teacher´s’ first experience with VISIR
• most in the second semester of 2017
• number of logs/task changes considerably
• Courses with more than one implementation (C3, C5, C8, C9, C16, C17, C19)
• the number of logs per task in the successive edition diminishes
• there aren´t significant changes in course editions, except:
• C3: VISIR weigh in final grade (Q to 19%)
• C8: several different ways of introducing VISIR
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11. 11
Discussion
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Students’ acceptance of VISIR
VISIR Introduction
VISIR Support
Type of Task
Regime of the Task
Association ?
Students’ acceptance of VISIR and
the task being done in Groups

12. 12
Discussion
12
Type of Task
Level/Type of Competence
teachers wanted students to
develop
Accordance ?
In some cases there is a mismatch!
Type 2: + compare the results with other resources
Type 1: Circuits measurements and assembling
Type 3: Design a circuit to solve a specific problem

13. 13
Conclusion
“Which didactical implementations design factors seem to influence
students’ performance and motivation according to teachers’ perception?”
Some mismatch was found between the learning goals, namely the
level/type of competence teachers want students to develop with VISIR and
the type of tasks proposed/ implemented.
1) Teacher introduction to VISIR and support during the semester plays an
important role in the implementation success.
2) Students who developed group tasks were more motivated and engaged
to use VISR.
3) Teachers should plan VISIR tasks carefully, according to the type of
competences they want their students to develop.
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