Improving understanding and motivation in learning transient state by using a remote lab
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© 2017 TEMPUS Publications. The purpose of this study is to show how a remote lab (RL) is used to supplement theoretical courses for first- and second-year engineering students. This is an exploratory study. The study centers on their learning and motivation in usingan RL to learn about the transient state. The main concern of the study is that students at this stage are not yet familiar with the equipment. The specific objectives of this study are as follows: (1) to demonstrate that using a remote lab as an aid in class during lectures about the transient state improves students' understanding and application of the concept; (2) to establish that it also motivates students while they learn. This study uses a mixed-methods approach. The quantitative part of the study employed statistical analysis (ANOVA) usingapre-test and a post-testto evaluate the learning of the following three groups: (1) withatraditional method (control group); (2) witharemote lab; (3) with a group using only a traditional lab. In the qualitative part of the study, data were collected todetermine the students' motivations. The instruments used included a survey, observation (photographs), and classroom note-taking and recording. With this information, an analysis of categories was conducted to gather and triangulate the data. The results showed that the students were more motivated to learn and performed better when they used the RL. Supplemented by RLexperiments during class time and as homework, effectively designed activities could improve the understanding and application of some engineering concepts.