Exploring aspects of self-regulated learning among engineering students learning digital system design in the FPGA environment-methodology and findings

Abstract

This study addressed the case of the development, implementation and evaluation of an innovative platform for teaching computer and embedded systems engineering, including hardware, software and instructional materials for students. The evaluation methodology was derived from the Self-Regulated Learning Theory which relates to cognitive, meta-cognitive, motivational and self-efficacy aspects of learning. Data were collected by administrating the Lab Feedback Questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ), the Computer System Usability Questionnaire (CSUQ), and interviews held with students and teachers. The findings that were obtained over two years taught us that one of the most important factors affecting the success of an advanced technological learning platform is the careful design of students’ assignments, for example, to progress gradually from solving basic exercises, to solving more significant problems and dealing with broad projects.