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VOLTA delivers lab instructions, equipment usage videos, circuit simulation support, and diagnostics for hardware implementations, enabling students to run experiments remotely. A pre-test/post-test design evaluated whether VOLTA-taught students learn as much as students taught by a human assistant. 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BUTZAND  \nCHANG-HEE WON Temple University Philadelphia, PA  \nABSTRACT  \nIn order to provide an on-demand, open electrical engineering laboratory, we developed an innovative software-based Virtual Open Laboratory Teaching Assistant (VOLTA) . This web based virtual assistant provides laboratory instructions, equipment usage videos, circuit simulation assistance, and hardware implementation diagnostics. VOLTA allows students to perform laboratory experiments anywhere at their convenience. A series of studies was carried out in an experimental section of our traditional entry-level electric circuits laboratory to answer the hypothesis: students taught using VOLTA will learn as much as students who were taught by a human teaching assistant. The experiments were conducted using a pre-test/post-test design, and student performance was assessed using ANOVA on gain scores. Statistical analysis revealed that the student performance increased significantly when VOLTA was integrated into a closed laboratory. We conclude that VOLTA can support students in open and closed laboratories as effectively as a human teaching assistant.  \nKey words: Virtual Teaching Assistant, Open Laboratory, Distance Learning, Internet-based instruction, Electrical Engineering.  \nINTRODUCTION  \nLaboratories play an important role in undergraduate engineering education. The purpose of these laboratories is to reinforce classroom learning with hands-on experience to enhance students’  \nSPRING 2018 1  \nADVANCES IN ENGINEERING EDUCATION  \nEfficacy of a Virtual Teaching Assistant in an Open Laboratory Environment for Electric Circuits  \nunderstanding of real world engineering problems (Ernst, 1983; Feisel & Rosa, 2005) . Traditionally, students conduct experiments in the laboratory on a fixed schedule under supervision of a teaching assistant. Such a format is often referred to a “closed laboratory”(Palais & Javurek, 1996) . Closed laboratories have space and time constraints and do not offer students the flexibility needed to enhance the learning process. For example, students often work in groups because expensive laboratory equipment is in short supply. Not all students receive adequate instruction due to the limited availability of teaching assistants. Many students find it difficult to meet with their instructor or teaching assistant during office hours due to scheduling constraints. In a closed laboratory paradigm, students follow very specific instructions (often referred to as lockstep instruction) for a predetermined period of time without considering the relationship between the hands-on experiment and their classroom instruction. A laboratory assignment is viewed as mindless routine work and does not foster critical thinking in students (Knight & DeWeerth, 1996) . For effective use of resources and to optimize the learning environment for students in laboratories, researchers have been investigating many alternative learning approaches over the past three decades. An open laboratory is one such popular approach.  \nAn open laboratory, in which students can conduct their experiments at any time, mitigates the scheduling and resource utilization issues (Palais & Javurek, 1996; Oswald & Sloan, 1971; Kuhn et al., 2000) . Students can repeat experiments to achieve a better understanding of the material. Students must demonstrate mastery before they can proceed to the next experiment. An open laboratory promotes self-directed learning that is crucial to long-term retention of knowledge (Litzinger et al., 2005; Jiusto & DiBiasio, 2006) .  \nHowever, providing instructional support for an open laboratory using the traditional teaching assistant model is challenging. Virtual te","cbCaivlqttLCNiBi","https://ap.wps.com/l/cbCaivlqttLCNiBi","pdf",8235594,27,"English","# Introduction\n## Closed laboratories vs. open laboratories\n## Challenges of providing instruction in open labs\n## VOLTA system and its features\n# Background studies\n## Earlier open laboratory research (Oswald & Sloan)\n## Open laboratory research (Palais & Javurek)","[{\"question\":\"What is VOLTA and what does it provide to students?\",\"answer\":\"VOLTA is a web-based Virtual Open Laboratory Teaching Assistant. It provides pre-lab instructions, equipment usage videos, topic-based explanations, and help with circuit simulation and hardware implementation diagnostics.\"},{\"question\":\"How did the study evaluate the effectiveness of VOLTA?\",\"answer\":\"The study used a pre-test/post-test design and assessed student performance with ANOVA on gain scores. The key hypothesis compared VOLTA-taught students with students taught by a human teaching assistant.\"},{\"question\":\"What were the main findings about student learning when VOLTA was used?\",\"answer\":\"Statistical analysis showed significantly increased student performance when VOLTA was integrated into a closed laboratory. The study concludes VOLTA can support students in both open and closed laboratory environments as effectively as a human teaching assistant.\"}]","Efficacy of a Virtual Teaching Assistant in an Open Laboratory Environment for Electric Circuits - Spring 2018 | PDF",1792065854,68]