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Information
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Technology, Learning and Teaching of Electronics with Information Applications
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Technology, Learning and Teaching of Electronics with Information Applications

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Information Processes".

Deadline for manuscript submissions: 15 November 2025 | Viewed by 26394

Special Issue Editors

Dr. Raúl Igual

E-Mail Website
Guest Editor
Universitaria Politécnica de Teruel, University of Zaragoza, 50009 Zaragoza, Spain
Interests: electrical engineering; wearable sensors; intelligent systems; ITCs in education
Prof. Dr. Inmaculada Plaza

E-Mail Website
Guest Editor
Universitaria Politécnica de Teruel, University of Zaragoza, 50009 Zaragoza, Spain
Interests: electronic and communications technology; health and quality of life; resources and technologies in education; rural development

Special Issue Information

Dear Colleagues,

The use of technology in University teaching-learning process is an area that is becoming more and more relevant. It is a timely topic enhanced by  the advance of technology.

This use is especially relevant in the field of electronics education, both from a theoretical point of view and in terms of practical applications.

For years, professionals have discussed and reflected on the application of technology in the teaching of electronics, including its applications in computer science, at the TAEE (Technology, Learning and Teaching of Electronics) Conference (https://teruel2022.congresotaee.es/). This special issue contains a selection of the best papers presented at that Conference, which have been extended by their authors. It also includes other interesting papers that help to reflect on and learn about initiatives on the application of electronics in the field of informatics and the informatics in the field of electronics in areas such as:

  • Information intelligence: Internet of things for learning electronics.
  • Information and communications technology: communication systems and networks.
  • Information applications in education: Remote laboratories, Virtual classrooms.

Dr. Raúl Igual
Prof. Dr. Inmaculada Plaza
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Information is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • information intelligence: Internet of Things for learning electronics
  • information and communications technology: communication systems and networks
  • information applications in education: remote laboratories and virtual classrooms

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (7 papers)

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Research

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13 pages, 1246 KiB  
Article
Sprint Management in Agile Approach: Progress and Velocity Evaluation Applying Machine Learning
by Yadira Jazmín Pérez Castillo, Sandra Dinora Orantes Jiménez and Patricio Orlando Letelier Torres
Information 2024, 15(11), 726; https://doi.org/10.3390/info15110726 - 12 Nov 2024
Cited by 1 | Viewed by 2408
Abstract
Nowadays, technology plays a fundamental role in data collection and analysis, which are essential for decision-making in various fields. Agile methodologies have transformed project management by focusing on continuous delivery and adaptation to change. In multiple project management, assessing the progress and pace [...] Read more.
Nowadays, technology plays a fundamental role in data collection and analysis, which are essential for decision-making in various fields. Agile methodologies have transformed project management by focusing on continuous delivery and adaptation to change. In multiple project management, assessing the progress and pace of work in Sprints is particularly important. In this work, a data model was developed to evaluate the progress and pace of work, based on the visual interpretation of numerical data from certain graphs that allow tracking, such as the Burndown chart. Additionally, experiments with machine learning algorithms were carried out to validate the effectiveness and potential improvements facilitated by this dataset development. Full article
(This article belongs to the Special Issue Technology, Learning and Teaching of Electronics with Information Applications)
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15 pages, 8244 KiB  
Article
An Interactive Pedagogical Tool for Simulation of Controlled Rectifiers
by Filipe Carvalho, Rui Chibante and Carlos Vaz de Carvalho
Information 2024, 15(6), 327; https://doi.org/10.3390/info15060327 - 4 Jun 2024
Viewed by 1853
Abstract
Active learning approaches, incorporating student engagement through experimentation and problem solving, effectively foster higher-level thinking abilities and enhance academic performance. Interactive tools like simulators align with these methodologies, but commercially available simulators have limitations; particularly, their high cost and lack of customization features [...] Read more.
Active learning approaches, incorporating student engagement through experimentation and problem solving, effectively foster higher-level thinking abilities and enhance academic performance. Interactive tools like simulators align with these methodologies, but commercially available simulators have limitations; particularly, their high cost and lack of customization features pose significant challenges for many educational institutions. This article presents CORES, a web-based educational application designed to simulate controlled rectifier circuits. CORES eliminates the need for intricate circuit assembly and software installation by providing pre-built circuits so that users can concentrate on analyzing circuit behavior by manipulating the thyristor firing angle and load characteristics, while the application generates output voltage and current waveforms under steady-state conditions, minimizing computation time. CORES has proven to be a valuable pedagogical tool, surpassing commercial simulators in terms of accessibility, ease of use, and enriched learning experiences for power electronics students and educators. Full article
(This article belongs to the Special Issue Technology, Learning and Teaching of Electronics with Information Applications)
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13 pages, 2396 KiB  
Article
Exploring Students’ Hands-On Performance, Attitudes, and Usability with Arduino Modular Boards
by Sokratis Tselegkaridis and Theodosios Sapounidis
Information 2024, 15(2), 88; https://doi.org/10.3390/info15020088 - 5 Feb 2024
Cited by 7 | Viewed by 3459
Abstract
Utilizing Arduino development boards for learning microcontroller circuits is a prevalent practice across various educational levels. Nevertheless, the literature offers limited insights into the impact of these boards on student performance and attitudes. Therefore, this paper aims to investigate the performance of 58 [...] Read more.
Utilizing Arduino development boards for learning microcontroller circuits is a prevalent practice across various educational levels. Nevertheless, the literature offers limited insights into the impact of these boards on student performance and attitudes. Therefore, this paper aims to investigate the performance of 58 university students in learning microcontroller circuits with modular boards designed for Arduino through a series of 4 exercises. Specifically, students’ performance is assessed through pre-tests and post-tests, in three learning units: (a) microcontroller, (b) coding, and (c) circuit. Additionally, the study captures students’ attitudes and measures their perceived usability of modular boards. For this purpose, the students completed a specially designed attitude questionnaire and the system usability scale (SUS) questionnaire. Statistical analysis is conducted using t-tests, ANOVA, and ANCOVA, along with bootstrapping. The findings reveal statistically significant differences between pre-tests and post-tests in all cases. Among the three learning units, the use of modular boards appears to have the most significant impact on coding. Based on students’ responses, the SUS results indicate that modular boards appear to be a quite usable approach for teaching microcontrollers. Finally, students generally express positive attitudes toward modular boards. Full article
(This article belongs to the Special Issue Technology, Learning and Teaching of Electronics with Information Applications)
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23 pages, 19503 KiB  
Article
Combining Software-Defined Radio Learning Modules and Neural Networks for Teaching Communication Systems Courses
by Luis A. Camuñas-Mesa and José M. de la Rosa
Information 2023, 14(11), 599; https://doi.org/10.3390/info14110599 - 4 Nov 2023
Cited by 1 | Viewed by 3164
Abstract
The paradigm known as Cognitive Radio (CR) proposes a continuous sensing of the electromagnetic spectrum in order to dynamically modify transmission parameters, making intelligent use of the environment by taking advantage of different techniques such as Neural Networks. This paradigm is becoming especially [...] Read more.
The paradigm known as Cognitive Radio (CR) proposes a continuous sensing of the electromagnetic spectrum in order to dynamically modify transmission parameters, making intelligent use of the environment by taking advantage of different techniques such as Neural Networks. This paradigm is becoming especially relevant due to the congestion in the spectrum produced by increasing numbers of IoT (Internet of Things) devices. Nowadays, many different Software-Defined Radio (SDR) platforms provide tools to implement CR systems in a teaching laboratory environment. Within the framework of a ‘Communication Systems’ course, this paper presents a methodology for learning the fundamentals of radio transmitters and receivers in combination with Convolutional Neural Networks (CNNs). Full article
(This article belongs to the Special Issue Technology, Learning and Teaching of Electronics with Information Applications)
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18 pages, 7011 KiB  
Article
Practice Projects for an FPGA-Based Remote Laboratory to Teach and Learn Digital Electronics
by Rafael Navas-González, Óscar Oballe-Peinado, Julián Castellanos-Ramos, Daniel Rosas-Cervantes and José A. Sánchez-Durán
Information 2023, 14(10), 558; https://doi.org/10.3390/info14100558 - 12 Oct 2023
Cited by 5 | Viewed by 2698
Abstract
This work presents examples of practice sessions to teach and learn digital electronics using an FPGA-based development platform, accessible either through the on-campus laboratory or online using a remote laboratory developed by the authors. The main tasks proposed in the practice sessions are [...] Read more.
This work presents examples of practice sessions to teach and learn digital electronics using an FPGA-based development platform, accessible either through the on-campus laboratory or online using a remote laboratory developed by the authors. The main tasks proposed in the practice sessions are to design specific modules that will be included as a main block in more complex projects. Each project is adapted and ready once the student modules to be implemented, debugged, and/or tested in the FPGA-based platform are added using the aforementioned accessibility methods. The proposal suggests the use of a web-based remote laboratory to complement (rather than replace) on-campus teaching in response to the growing need for access to laboratory resources beyond regular teaching hours. The paper introduces the main topics on implementing and using the tool, sets out how to adapt regular projects to be executed in the remote lab, and describes several practice projects proposed to students in the final three academic years. The paper concludes with an analysis and evaluation of the user experience taken from surveys conducted with students at the end of the semester. Full article
(This article belongs to the Special Issue Technology, Learning and Teaching of Electronics with Information Applications)
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21 pages, 3585 KiB  
Article
Evaluating an Immersive Virtual Classroom as an Augmented Reality Platform in Synchronous Remote Learning
by Juan Fernando Flórez Marulanda, Cesar A. Collazos and Julio Ariel Hurtado
Information 2023, 14(10), 543; https://doi.org/10.3390/info14100543 - 4 Oct 2023
Cited by 7 | Viewed by 2641
Abstract
Previous research has explored different models of synchronous remote learning environments supported by videoconferencing and virtual reality platforms. However, few studies have evaluated the preference and acceptance of synchronous remote learning in a course streamed in an immersive or augmented reality platform. This [...] Read more.
Previous research has explored different models of synchronous remote learning environments supported by videoconferencing and virtual reality platforms. However, few studies have evaluated the preference and acceptance of synchronous remote learning in a course streamed in an immersive or augmented reality platform. This case study uses ANOVA analysis to examine engineering students’ preferences for receiving instruction during the COVID-19 pandemic in three classroom types: face-to-face, conventional virtual (mediated by videoconferencing) and an immersive virtual classroom (IVC). Likewise, structural equation modeling was used to analyze the acceptance of the IVC perceived by students, this includes four latent factors: ease of receiving a class, perceived usefulness, attitude towards IVC and IVC use. The findings showed that the IVC used in synchronous remote learning has a similar level of preference to the face-to-face classroom and a higher level than the conventional virtual one. Despite the high preference for receiving remote instruction in IVC, aspects such as audio delays that affect interaction still need to be resolved. On the other hand, a key aspect for a good performance of these environments is the dynamics associated with the teaching–learning processes and the instructor’ qualities. Full article
(This article belongs to the Special Issue Technology, Learning and Teaching of Electronics with Information Applications)
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Review

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23 pages, 1045 KiB  
Review
Strategic Approaches to Cybersecurity Learning: A Study of Educational Models and Outcomes
by Madhav Mukherjee, Ngoc Thuy Le, Yang-Wai Chow and Willy Susilo
Information 2024, 15(2), 117; https://doi.org/10.3390/info15020117 - 18 Feb 2024
Cited by 8 | Viewed by 8882
Abstract
As the demand for cybersecurity experts in the industry grows, we face a widening shortage of skilled professionals. This pressing concern has spurred extensive research within academia and national bodies, who are striving to bridge this skills gap through refined educational frameworks, including [...] Read more.
As the demand for cybersecurity experts in the industry grows, we face a widening shortage of skilled professionals. This pressing concern has spurred extensive research within academia and national bodies, who are striving to bridge this skills gap through refined educational frameworks, including the integration of innovative information applications like remote laboratories and virtual classrooms. Despite these initiatives, current higher education models for cybersecurity, while effective in some areas, fail to provide a holistic solution to the root causes of the skills gap. Our study conducts a thorough examination of established cybersecurity educational frameworks, with the goal of identifying crucial learning outcomes that can mitigate the factors contributing to this skills gap. Furthermore, by analyzing six different educational models, for each one that can uniquely leverage technology like virtual classrooms and online platforms and is suited to various learning contexts, we categorize these contexts into four distinct categories. This categorization introduces a holistic dimension of context awareness enriched by digital learning tools into the process, enhancing the alignment with desired learning outcomes, a consideration sparsely addressed in the existing literature. This thorough analysis further strengthens the framework for guiding education providers in selecting models that most effectively align with their targeted learning outcomes and implies practical uses for technologically enhanced environments. This review presents a roadmap for educators and institutions, offering insights into relevant teaching models, including the opportunities for the utilization of remote laboratories and virtual classrooms, and their contextual applications, thereby aiding curriculum designers in making strategic decisions. Full article
(This article belongs to the Special Issue Technology, Learning and Teaching of Electronics with Information Applications)
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