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| Auteurs principaux: | , |
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| Format: | Preprint |
| Publié: |
2025
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| Sujets: | |
| Accès en ligne: | https://arxiv.org/abs/2506.11339 |
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| _version_ | 1866909647493922816 |
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| author | Ash, Andrew Hu, John |
| author_facet | Ash, Andrew Hu, John |
| contents | This work-in-progress research paper explores the efficacy of a small-scale microelectronics debugging education intervention utilizing quasi-experimental design in an introductory microelectronics course for third-year electrical and computer engineering (ECE) students. In the first semester of research, the experimental group attended a debugging "mini lecture" covering two common sources of circuit error and received a debugging cheat sheet with recommendations for testing and hypothesis formation. Across three debugging problems, students in the experimental group were faster by an average of 1:43 and had a 7 percent higher success rate than the control group. Both groups demonstrated a strong general growth mindset while the experimental group also displayed a shift in their debugging mindset by perceiving a greater value towards debugging. Though these differences are not yet statistically significant, the pilot results indicate that a mini-lecture and debugging cheat sheet are steps in the right direction toward improving students' readiness for debugging in the workplace. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2506_11339 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | WIP: Exploring the Value of a Debugging Cheat Sheet and Mini Lecture in Improving Undergraduate Debugging Skills and Mindset Ash, Andrew Hu, John Computers and Society Systems and Control This work-in-progress research paper explores the efficacy of a small-scale microelectronics debugging education intervention utilizing quasi-experimental design in an introductory microelectronics course for third-year electrical and computer engineering (ECE) students. In the first semester of research, the experimental group attended a debugging "mini lecture" covering two common sources of circuit error and received a debugging cheat sheet with recommendations for testing and hypothesis formation. Across three debugging problems, students in the experimental group were faster by an average of 1:43 and had a 7 percent higher success rate than the control group. Both groups demonstrated a strong general growth mindset while the experimental group also displayed a shift in their debugging mindset by perceiving a greater value towards debugging. Though these differences are not yet statistically significant, the pilot results indicate that a mini-lecture and debugging cheat sheet are steps in the right direction toward improving students' readiness for debugging in the workplace. |
| title | WIP: Exploring the Value of a Debugging Cheat Sheet and Mini Lecture in Improving Undergraduate Debugging Skills and Mindset |
| topic | Computers and Society Systems and Control |
| url | https://arxiv.org/abs/2506.11339 |