Evaluation of the effects of a hybrid laboratory for learning a hardware description language: Insights into student motivation and academic performance

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.