Search for: All records

This empirical work-in-progress paper examines the impact of two technology-enhanced learning tools, an interactive visualization with multiple representations and explicit scaffolding and a simulation tool with single representation and implicit scaffolding, on students’ conceptual understanding and affective outcomes in semiconductor physics. This domain is known for early conceptual difficulty that often limits student progression into advanced coursework and the semiconductor workforce. Using a crossover design, 20 undergraduate electrical engineering students engaged with both tools and completed pre and post-assessments of conceptual knowledge, perceived understanding, interest, and motivation. A semi-structured focus group was analyzed using thematic analysis to capture students’ learning experiences. The findings reveal that while both tools supported students' cognitive and affective processes, one primarily fostered foundational understanding for novice learners, whereas the other one enabled deeper exploration for more experienced students. Although limited by sample size and short duration, the results suggest that aligning tool design with learners’ developmental stage may support both learning and motivation. Overall, this study demonstrates how instructional design features shape students’ engagement with complex engineering content and underscores the importance of adaptive technology-enhanced learning environments.