AC 2011-457: A COMPARISON OF HANDS-ON VERSUS REMOTE LABORATORY EXPERIENCE FOR INTRODUCTORY MICROPROCESSORS COURSES

This paper describes an approach to assessing and improving the understanding of microprocessor systems for electrical and computer engineering students by developing measurement-based laboratory experiments. During fall semester of 2009, we assessed the level of understanding of microprocessor systems on a control group using five learning objectives. Students in the control group were enrolled in EE 371, Microprocessor Hardware and Software Systems, a required course in the electrical engineering and computer engineering programs. We measured the level of understanding using a set of assessment tools that includes self surveys, weighted multiple choice questions, and short answer questions. These assessments set a baseline measure on the five learning objectives for our current microprocessor curriculum. In fall of 2010, we introduced measurement-based laboratory experiments using logic analyzers. The measurement-based experiments were introduced in two forms: hands-on and remote operation. Assessment data was collected for both experimental groups and compared to the control group from fall 2009 to determine (1) if the level of understanding of microprocessor systems is improved by adding hands-on measurements and (2) if a remote laboratory experience can maintain or improve the level of understanding compared to the control group. In this paper, we summarize the development of the assessment tools used in this project, including the creation of a grading rubric to achieve a finer resolution on the scores of the short answer questions. We also report on the comparisons between the three groups (control group, hands-on measurement group, and remote measurement group) in regard to self-reported learning on the five learning objectives from survey results. Finally, we present comparisons of direct measurement of learning on the five learning objectives from multiple choice and short answer quiz results.