Evaluation of the effects of a hybrid laboratory for learning a hardware description language: Insights into student motivation and academic performance.
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| Title: | Evaluation of the effects of a hybrid laboratory for learning a hardware description language: Insights into student motivation and academic performance. |
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| Authors: | Rodriguez Pinto, Father Alexander1, Restrepo-Calle, Felipe1, Ramírez-Echeverry, Jhon Jairo1 jjramireze@unal.edu.co |
| Source: | Research & Practice in Technology Enhanced Learning. 2026, Vol. 21, p1-29. 29p. |
| Subject Terms: | *Learning laboratories, *Academic achievement, *Academic motivation, *Distance education, *Educational technology, Computer hardware description languages, Self-efficacy |
| Abstract: | This research paper presents a study that investigates the effects of hybrid laboratories on learning Hardware Description Language (HDL) in digital electronics, focusing on student motivation and academic performance. With the advancement of telecommunications and computer applications in education, initiatives such as hybrid laboratories, which combine remote and on-site learning environments, have emerged. Despite this, the literature shows a lack of empirical evidence on the effect of these initiatives on students' learning process in digital electronics. To address this gap, this study implemented a hybrid laboratory and a quasi-experimental design with two groups: an experimental group and a control group. The experimental group used the hybrid laboratory while the control group practiced in a traditional physical lab. Student motivation was assessed through the MSLQ-Colombia questionnaire and a perception survey, while academic performance was measured through laboratory report grades. Quantitative results showed no significant improvements in learning motivation or academic performance in the experimental group. However, qualitative analysis revealed improvements in students' learning self-efficacy expectations, beliefs about control over learning, value of the task, autonomous learning, reduction of anxiety in the evaluation process, and confidence in experimentation among students in the experimental group. These qualitative findings provide insights for the design of new educational initiatives aimed at improving HDL learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192754588 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluation of the effects of a hybrid laboratory for learning a hardware description language: Insights into student motivation and academic performance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rodriguez+Pinto%2C+Father+Alexander%22">Rodriguez Pinto, Father Alexander</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Restrepo-Calle%2C+Felipe%22">Restrepo-Calle, Felipe</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ramírez-Echeverry%2C+Jhon+Jairo%22">Ramírez-Echeverry, Jhon Jairo</searchLink><relatesTo>1</relatesTo><i> jjramireze@unal.edu.co</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+in+Technology+Enhanced+Learning%22">Research & Practice in Technology Enhanced Learning</searchLink>. 2026, Vol. 21, p1-29. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+laboratories%22">Learning laboratories</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+hardware+description+languages%22">Computer hardware description languages</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This research paper presents a study that investigates the effects of hybrid laboratories on learning Hardware Description Language (HDL) in digital electronics, focusing on student motivation and academic performance. With the advancement of telecommunications and computer applications in education, initiatives such as hybrid laboratories, which combine remote and on-site learning environments, have emerged. Despite this, the literature shows a lack of empirical evidence on the effect of these initiatives on students' learning process in digital electronics. To address this gap, this study implemented a hybrid laboratory and a quasi-experimental design with two groups: an experimental group and a control group. The experimental group used the hybrid laboratory while the control group practiced in a traditional physical lab. Student motivation was assessed through the MSLQ-Colombia questionnaire and a perception survey, while academic performance was measured through laboratory report grades. Quantitative results showed no significant improvements in learning motivation or academic performance in the experimental group. However, qualitative analysis revealed improvements in students' learning self-efficacy expectations, beliefs about control over learning, value of the task, autonomous learning, reduction of anxiety in the evaluation process, and confidence in experimentation among students in the experimental group. These qualitative findings provide insights for the design of new educational initiatives aimed at improving HDL learning environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.58459/rptel.2026.21010 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 1 Subjects: – SubjectFull: Learning laboratories Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Distance education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Computer hardware description languages Type: general – SubjectFull: Self-efficacy Type: general Titles: – TitleFull: Evaluation of the effects of a hybrid laboratory for learning a hardware description language: Insights into student motivation and academic performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rodriguez Pinto, Father Alexander – PersonEntity: Name: NameFull: Restrepo-Calle, Felipe – PersonEntity: Name: NameFull: Ramírez-Echeverry, Jhon Jairo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17932068 Numbering: – Type: volume Value: 21 Titles: – TitleFull: Research & Practice in Technology Enhanced Learning Type: main |
| ResultId | 1 |
