Impact of the Electude platform on the study of electricity and electronics in automotive electromechanics
Article Sidebar
Main Article Content
Abstract
Introduction. The incorporation of digital platforms in technical education has become an essential pedagogical strategy to improve the understanding of complex concepts in automotive training. Electude as an interactive learning environment, offers simulations and virtual practices that strengthen the training in Automotive Electricity and Electronics. Objective. To evaluate the impact of using the Electude platform on the teaching-learning process of Electricity and Electronics in second-year technical high school students. Methodology. A quantitative quasi-experimental study with a pretest–posttest design and control group was developed. The sample consisted of 40 students divided into two groups: the experimental group used the Electude platform for eight weeks, while the control group applied traditional methods. Learning tests, technical skills assessments, and satisfaction questionnaires were applied to measure the impact of the intervention. Results. Students who used the platform achieved an average increase of 16% in knowledge tests, technical skill development, and reported greater motivation and practical understanding of automotive electrical and electronic circuits compared to the control group. Conclusion. The Electude platform is an effective pedagogical resource for strengthening technical competencies and promoting meaningful learning in the automotive field, contributing to modernizing teaching-learning processes and fostering student autonomy. General Area of Study: Education. Specific area of study: Technical automotive education. Type of study: Original articles.
Downloads
Article Details
References
Ausubel, David P. (2002). Adquisición y retención del conocimiento: una perspectiva cognitiva. Grupo Planeta. https://books.google.com.ec/books/about/Adquisici%C3%B3n_y_retenci%C3%B3n_del_conocimien.html?hl=es&id=VufcU8hc5sYC&redir_esc=y
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to the Coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1–6. https://doi.org/10.5281/zenodo.3778083
Celina Oviedo, H., & Campo Arias, A. (2005). Aproximación al uso del coeficiente alfa de Cronbach. Revista Colombiana de Psiquiatría, 34(4), 572–580. https://www.redalyc.org/pdf/806/80634409.pdf
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (1st ed.). Wiley. https://doi.org/10.1002/9781119239086
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://edge.sagepub.com/creswellrd5e
Dhawan, S. (2020). Online learning: a panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Jayathilake, H. M., Said, H., & Botsyoe, L. E. (2024). The impact of its evolution on industries and workforce skills: a systematic literature review. Issues in Informing Science and Information Technology, 21, 003. https://doi.org/10.28945/5327
Li, J., & Liang, W. (2024). Effectiveness of virtual laboratory in engineering education: a meta-analysis. PLoS ONE, 19(12), e0316269. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0316269
Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student’s motivation for learning: the mediating effect of learning engagement and the moderating effect of the digital environment. Plos One, 19(1), e0294350. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0294350
Maksum, A., Purwanto, E., Siman, P., Ampera, A., Yuvenda, D., & Hasan, T. (2023). Improving problem-solving and communication skills in automotive vocational education through the development of teaching factory models with Problem-Based Learning (TEFA-PBL) concept. International Journal of Education in Mathematics, Science and Technology (IJEMST), 12(2), 364-386. https://doi.org/10.46328/ijemst.3941
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://www.cambridge.org/highereducation/books/multimedia-learning/FB7E79A165D24D47CEACEB4D2C426ECD#overview
Moreno Guerrero, A. J., Fuentes Cabrera, A., & López Belmonte, J. (2019). Las competencias digitales del alumnado de formación profesional básica. Revista de Educación de la Universidad de Granada, (26), 9–33. https://doi.org/10.30827/reugra.v26i0.111
Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117–125. https://doi.org/10.1037/0022-0663.92.1.117
Ortega-Sánchez, R. M. (2021). Uso de herramientas tecnológicas en tiempos de COVID-19. Revista Docentes 2.0, 12(1), 31–39. https://doi.org/10.37843/rted.v1i1.223
Rajendra, I. M., Anom Arsani, I. A., Yusuf, M. & Sudana, I. M. (2023). Applied of visualization technology in representation levels on vocational high education. American Journal of Science, Engineering and Technology, 8(2), 64–70. https://doi.org/10.11648/j.ajset.20230802.16
Rodríguez Abril, P. L., Rodríguez Hernández, A. R., & Avella-Forero, F. (2021). Evaluación de simuladores como estrategia para el aprendizaje de la electricidad en la asignatura de física en la educación media. Revista Boletín Redipe, 10(8), 219–237. https://doi.org/10.36260/rbr.v10i8.1401
Sarzosa Herrera, L. G., Yugla Lema , D. A., Lata García, J. C., & Reyes Romero, F. P. (2025). Revisión del estado del arte de la gamificación como técnica de aprendizaje en la asignatura de motores de combustión interna de la FIP de electromecánica automotriz. Tesla Revista Científica, 5(1), e416. https://tesla.puertomaderoeditorial.com.ar/index.php/tesla/article/view/416
Wang, Y. (2024). Digital transformation of vocational education: connotation, challenges and pathways. Region - Educational Research and Reviews, 6(12). https://front-sci.com/journal/article?doi=10.32629/rerr.v6i12.2996
Zhang, D., Zhou, L., Briggs, R., & Nunamaker, J. (2006). Instructional video in e-learning: assessing the impact of interactive simulations. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004
Zhu, X. (2021). Research on the reform of higher automotive engineering education under the background of artificial intelligence. E3S Web of Conferences, 245,0309. https://doi.org/10.1051/e3sconf/202124503091