Introduction
Currently, Information and Communication
Technologies (ICT) play a fundamental role as mediators in the coordination and
cooperation relationships established between the teacher, the content, and the
students, significantly contributing to the improvement of the
teaching-learning process.
In this regard, Capote et al. (2019); Alcivar and
Zambrano (2021); Toma et al. (2023); Sultana and Hasan (2023) assert that the obsolescence of knowledge
is increasing more rapidly as a result, among other factors, of the dizzying
technological progress, which underscores the need for students to develop
skills that allow them to enhance their autonomy in their training process and,
in turn, feel motivated to acquire and continuously develop new knowledge.
Therefore, it is essential to promote the use of ICT in the teaching-learning
process to achieve significant transformations in learning.
The integration of ICT in the educational field,
as stated by Turgut and Aslan (2021); Alenezi et al.
(2023); Abedi (2024), enriches the teaching-learning process by creating
virtual environments that optimize communication, understanding of the problem
under study, new concepts and knowledge, as well as the autonomous,
collaborative, and professionalized learning needs of students, transforming
the role of ICT as educational resources. In this context, the adoption of ICT
in education has gained relevance and has evolved significantly in recent
years, shifting from being an option to becoming an essential didactic tool for
improving the quality of the teaching-learning process.
Consequently, based on the above, Quintero et
al. (2015); Rodríguez and Gallardo (2020); Medina et al. (2023); Zavala Oscco
(2024) argue that in the context of using ICT in the educational environment,
the concept of Learning and Knowledge Technologies (TAC) and Technologies for
Empowerment and Participation (TEP) emerges, aiming to direct them towards the
training, collaboration, and professionalization of the teaching-learning
process for both students and teachers. Since ICT contributes to the formative,
collaborative, and professional development of students, it is precisely the
teacher's role to redirect them towards a focus on TAC and TEP, to foster
autonomous, formative, collaborative, and professionalized learning in
students.
Therefore, as proposed by Akram
et al. (2022), it is fundamental to coherently carry out the integration of ICT
- TAC - TEP in the teaching-learning process of any subject, considering the
most relevant concepts according to their hierarchy, the level of complexity of
the addressed content, the aspects in which students face the greatest
difficulties, and the interdisciplinary connections between the different
subjects in the curriculum, which must be identified through the analysis of
common content. In relation to this, it is important to highlight that the
study of engineering is characterized by its primarily interdisciplinary
nature, as technological research does not belong exclusively to a specific
discipline but requires collaboration from various areas that comprise the
engineering in question, allowing for a more thorough and robust analysis of
the problems to be solved through their respective theoretical and
methodological approaches.
Now, within the objectives of the Electrical
Circuits courses, the study of power in three-phase circuits connected in delta
and wye, balanced and unbalanced, the relationship established between powers
through the power triangle and the power factor, as well as the laws and
principles of electrical energy conservation, are included. It is important to
note that currently, these contents are taught theoretically in ideal or less
complex circuits.
On the other hand, as Carr
and Thomson (2022) state, it is important to highlight that electrical energy
losses are common and inherent to electric companies and become a serious
problem when they exceed certain logical and pre-established limits. These
increase the total electricity generation consumption, thus requiring more
generation, with the consequent loss of energy resources. Energy losses are an
indicator of the efficiency of any electro-energy system.
Overall, in Cuba, Pérez et al. (2024) assert
that losses in transmission and distribution systems represent 14,45% of the
total electrical energy produced. Typically, losses are approximately 3,5% in
the transmission system and 10,95% in the sub-transmission and distribution
system. These electrical losses vary according to the network configuration,
determined by the location and production of generators, as well as the
location and demand of customers. Electrical energy losses during periods of
high demand or in overloaded lines tend to be much higher than under lower load
conditions. This is because there is a quadratic relationship between
electrical losses and the current flow in the line.
For this reason, in the authors' view, it is
important for electrical engineering students to acquire the necessary skills
from the teaching-learning process of Electrical Circuits courses to carry out
the design, operation, maintenance, and improvement of energy efficiency in
power electrical systems.
In this sense, the objective is to propose a
didactic design for teaching energy efficiency, mediated by virtual
environments, to improve the teaching-learning process of Electrical Circuits
courses, specifically in the analysis of power in industrial systems. At the
same time, it seeks to foster in students the ability to develop innovative
solutions in the management, optimization, and energy efficiency of electrical
systems.
Materials and methods
Given the importance of implementing a
professionalized teaching-learning process in Electrical Circuits courses, and
in line with the research objective, it was necessary to review existing
theoretical studies and explore the accumulated scientific knowledge on the
development, evolution, and improvement of this process in the field of
engineering, specifically in electrical circuit theory. This will enhance the
teaching-learning process, aligning it with the particularities of the new
curriculum and adopting a self-regulated, personalized, and professionalized
approach, mediated by virtual teaching-learning environments, through case
studies and a problem-based approach.
For this purpose, studies were synthesized using
scientific methods, which allowed for the revelation of the essential relationships
of the object of study. In the theoretical realm, the historical-logical,
analytical-synthetic, inductive-deductive methods, and systematization were
employed.
The historical-logical method was fundamental
for understanding the references and contexts related to the development and
evolution of the teaching-learning process in Electrical Circuits courses.
Through this approach, the changes in methodologies and pedagogical approaches
over time were analyzed, as well as how these changes have influenced the
training of electrical engineers. Additionally, the importance of studying
electrical circuits as an essential technical component that forms the basis of
the knowledge necessary to face current challenges in the field of electrical
engineering was highlighted. This understanding allows for an appreciation of
the relevance of a solid education in electrical circuits, which prepares
students for professional practice and fosters critical thinking and innovation
in a constantly evolving technological environment.
The analytical-synthetic method facilitated a
deep analysis of the theoretical positions related to the teaching-learning
process. This approach allowed for the identification of regularities and
general characteristics of the process, as well as deriving relevant
conclusions from new perspectives on professionalization. Thus, a more
comprehensive understanding of how current curricular transformations impact
student training was achieved, promoting a more adapted approach to the needs
of the contemporary educational context.
The inductive-deductive method allowed for the
organization of scientific knowledge, focused on studying the factors that
influence the teaching-learning process of electrical circuits, and determined
the necessary elements to develop the proposed methodological guidelines.
Systematization, as a method, was used to study
theoretical references related to the teaching-learning process, in order to
define the theoretical position in the design of laboratory practices mediated
by virtual environments. This approach seeks to improve the understanding of
electrical circuits, especially in the analysis of power in industrial systems,
while simultaneously fostering in students the ability to develop innovative
solutions in the management and energy efficiency of electrical systems.
As empirical methods, simulation was used to
develop the proposed professionalized case study, utilizing the Scilab application proposed by Pérez et al. (2024). Additionally, structured interviews were conducted to gather students'
opinions on the usefulness of the proposed laboratory practices, focused on
improving the teaching-learning process in Electrical Circuits courses,
specifically in the analysis of power in industrial electrical systems and in optimizing
the power factor by arranging loads and including photovoltaic solar
generation. The sample consisted of students from three consecutive courses
(2022, 2023, and 2024) with samples of 50, 70, and 70 students respectively,
representing 83%, 100%, and 100% of those who took the Electrical Circuits
courses. Statistical methods involved calculating absolute and relative
frequencies for processing and analyzing the information obtained from the
interviews conducted.
Furthermore, several methodological meetings
were held among the professors of the Electrical Circuits courses, where they
agreed to determine and approve the professionalized theoretical-practical
exercises to be developed using Scilab software,
based on the proposed case study, as well as the methodological guidelines for
their execution. The methodological procedure for the proposed didactic design,
"Power and Factor of Electrical Circuits," is structured around the
selection of a case study, chosen according to the course objectives and the
connection between the university, industry, and the community. This design is
developed through four key components: an introductory lecture, a lecture
applying the Problem-Based Learning method, a practical class, and a virtual
laboratory exercise, all aimed at fostering active and contextualized learning
in electrical engineering.
Results and discussion
Presentation of the application
developed in Scilab
The
application "Load Arrangement in Industrial Systems," in its first
version, was developed by Pérez et al. (2024) with the aim of providing a
working tool for electrical engineers in industries, allowing them to arrange
loads effectively.
In Figure 1,
the graphical interface of the application is displayed, featuring a column
with the hours of the day, while the other two columns correspond to the data
of the entity.
It should
be noted that the application shows a default set of data, which can be edited
according to the analysis of the industrial electrical system for which the
load arrangement will be performed. These data include:
- P(kW):
Power in kW that must be recorded during each hour of the day at the industrial
system's meter or through the installation of a network analyzer.
- fp(pu): The power factor
recorded in each measurement.
Additionally,
the application allows for the analysis of load arrangement with or without the
incorporation of a photovoltaic system. It also provides the option to arrange
loads based on a minimum load factor selected by the user. It is important to
note that due to the context of the students, the interface of the application
is developed in Spanish
Figure 1. Graphical interface
of the load arrangement in industrial systems application. Source: Own
elaboration
Once the
data of the industrial system has been updated, the engineer must press the
"Calculate Load Factor" button, displaying the window shown in Figure
2. In this window, the application shows the calculation of the current load
factor of the industrial system and informs the user whether the load needs to be
arranged or not, allowing for the selection of the time at which the load
arrangement will take place.
Figure 2. Graphical interface
of the load arrangement in industrial systems application with demand factor calculation.
Source: Own elaboration
If the user chooses to arrange loads at a
specific time, which may be the working hours of the entity where the study is
conducted or the predefined peak electrical hours set by the power electrical
system, they will be redirected to the screen shown in Figure 3.
Figure 3. Graphical Interface
of the Load Arrangement in Industrial Systems Application for Selecting the
Time for Load Arrangement. Source: Own elaboration
It is important to note, as a summary, that
among the practical capabilities presented by the application are:
- It
arranges loads based on the daily load curve, allowing the user to select
the time at which they want the load arrangement to be performed.
- Once
the load arrangement is completed, it displays the daily load curve before
and after the arrangement.
- It
provides the option to conduct the same study, but now with the inclusion
of photovoltaic solar panels.
- Based
on the billing studies conducted by Pérez et al. (2021), the application
suggests whether the maximum demand should be contracted or not after the
study is completed and provides a value for its recontracting.
- Additionally,
it performs a savings analysis regarding electricity billing after the
load arrangement has been completed.
Selection of the case study
As a result
of the methodological meetings held, the selected case study to develop the
didactic design that allows the study of energy efficiency from the Electrical
Circuits courses is the industrial system of UEB Pinturas Vitral,
located in the municipality of San José de las Lajas,
Mayabeque province. This facility operates with two work shifts: a 24-hour
shift for the resin and varnish plant and another 8-hour shift for the painting
plant. Data shown in Table #1 was obtained from the installation of a network
analyzer.
|
Item |
Value |
Unit of Measure |
|
Total Active Power |
331,81 |
kW |
|
Total Reactive Power |
210,68 |
kvar |
|
Apparent Power |
355,96 |
kVA |
|
Power Factor |
0,93 |
- |
|
Connected Load |
524,72 |
kW |
|
Capacitor Bank |
81,80 |
kvar |
|
Maximum Demand |
252 |
kW |
|
Load Factor |
37,74 |
% |
Table
1. General data of the UEB. Source: Own elaboration
The daily
load curve was also obtained before performing the load arrangement. The curve
shown in Figure 4 indicates that the maximum demand occurs at 11:00 AM.
Figure 5. Daily load curve of
UEB before load arrangement. Source: Own elaboration
To integrate these contents into the
Electrical Circuits courses, the organizational forms of the teaching-learning
process mentioned in the Materials and Methods section were utilized. These
forms facilitate autonomous, collaborative, active, and professionalized
learning, as well as the practical application of concepts. The proposed
didactic design is as follows:
Conference
Title: Analysis of power calculation
in electrical circuits. Power balance. Improvement of power factor.
Objectives:
- Analyze the calculation of power
in electrical circuits with alternating current and direct current
stimuli.
- Verify the law of conservation
of energy through power balance in electrical circuits.
- Explain the methodology to
improve the power factor in electrical circuits.
Methodological guidelines
This activity will begin by
explaining to the students the concept of electrical power based on the
relationship between current, voltage, and impedance. This relationship will be
exemplified by constructing a simple circuit with a direct current source, a
resistor, and an ammeter to measure the current. The resistance will be varied,
and the class will analyze how the current value changes with variations in
resistance and its effect on electrical power. The same procedure will then be
repeated, but this time replacing the direct current source with an alternating
current source.
Once the students have understood the concept of power, they can proceed to
analyze the operational cost of electrical devices in homes, schools, and
offices. Knowing the energy consumption of each electrical device in terms of
power allows for more efficient energy management, which can result in
significant reductions in electricity expenses. This information is especially
relevant in the context of rising energy prices and increasing environmental
awareness. For example, if a device consumes 1000 W, it consumes 1 kWh of
electrical energy for every hour of operation; these concepts must be made very
clear.
Furthermore, it is important to
emphasize that the study of electrical power is crucial in engineering and
industry, where large amounts of energy are used and/or consumed. For instance,
power plants generate megawatts of power to supply electricity to entire
cities. Efficiency in generation, transmission, and distribution for energy use
is a constant challenge, and understanding electrical power plays a vital role
in optimizing these systems.
On the other hand, this activity
should explain the concept of the Joule effect and its relationship with energy
efficiency. It should be highlighted that this effect, also known as heat due
to electric current, is a direct consequence of resistance in a circuit. This
phenomenon is fundamental in applications that seek heating, such as ovens,
electric showers, and irons.
However, the heat generated by the
Joule effect is not always desired. Often, it is a waste of energy, which leads
to the importance of energy efficiency. Devices that minimize the Joule effect
and convert more electrical energy into useful work are considered more
efficient. For example, LED lamps are more efficient than incandescent lamps
because they produce less heat in relation to the light emitted.
Understanding the Joule effect and
energy efficiency enables engineers and consumers to make informed decisions
about the design and use of electrical devices. This not only reduces
environmental impact but can also result in significant long-term cost savings.
Additionally, as part of the study of
power in electrical circuits, the concepts of apparent power, reactive power,
complex apparent power, and the relationship between them should be explained
through the power triangle and the power factor as an indicator of energy
efficiency quality, along with the most commonly used techniques for its
improvement.
It is important for students to understand that improving the power factor and
energy efficiency not only has direct economic benefits for users but also
contributes to environmental sustainability and the stability of the electrical
system. Taking measures to optimize these aspects is essential in a world
facing increasing energy and environmental challenges.
In this regard, the most relevant
aspects are detailed:
·
Reduction of
energy costs
Savings on
Electricity Bills: An improved power factor reduces the amount of reactive
power in the system, which can lower electricity rates, as many utility
companies penalize users with a low power factor.
Lower Load on
Equipment: By optimizing energy use, the load on transformers and other electrical
equipment is reduced, which can result in lower maintenance and replacement
costs.
·
Efficiency in resource
use
Maximization
of Capacity: Improving the power factor allows for more efficient use of the
installed capacity of electrical systems, meaning more can be done with the
same infrastructure.
Reduction of
Energy Losses: A higher power factor implies less energy loss in the form of
heat in conductors and equipment, contributing to more efficient energy use.
·
Environmental impact
Decrease in
Carbon Footprint: By improving energy efficiency, the demand for energy is
reduced, which can lead to a decrease in electricity generation from
non-renewable sources, thus contributing to the reduction of greenhouse gas
emissions.
Promotion of
Renewable Energy: A better power factor and energy efficiency facilitate the
integration of renewable energy sources into the electrical grid, as less
backup energy is required.
·
Improvement of
power supply quality
System
Stability: An adequate power factor contributes to the stability of the
electrical system, reducing issues such as voltage drops and fluctuations in
power quality.
Lower Risk of
Overloads: By optimizing energy use, the risk of overloads on electrical
equipment is minimized, which can prolong their lifespan and improve system
reliability.
·
Regulatory compliance
Regulations
and Standards: There are regulations that require a minimum power factor for
industrial and commercial users. Improving the power factor helps comply with
these regulations and avoids penalties.
·
Awareness and social responsibility
Education and
Environmental Awareness: Promoting the improvement of the power factor and
energy efficiency helps create a culture of environmental responsibility among
users, encouraging sustainable practices in energy consumption.
In this activity, investigative tasks
are proposed, such as:
·
Analyzing energy
efficiency in lamps
Research and
compare the energy efficiencies of an incandescent lamp, a fluorescent lamp,
and an LED lamp. Use power and brightness as indicators and prepare a report on
how energy efficiency is reflected in the different types of lamps.
• Calculation of operating costs
Select three
devices in your home (for example, a hairdryer, a lamp, and a television) and
note the nominal power of each. Calculate how much it costs to operate each of
these devices for one hour if the electricity price is $0,50 per kWh.
Conference applying the problem-based
learning method
Title: Active learning in electrical circuits:
applying the problem-based learning method in power calculations, power factor improvement,
and energy efficiency.
Objectives:
·
Present the problem-based learning
method as an effective teaching strategy to enhance the teaching-learning
process of electrical circuits.
·
Encourage active student participation
in solving real professional problems related to power calculations, methods
for improving power factor, and energy efficiency.
·
Promote collaboration and teamwork
among the teacher, students, and groups.
Methodological guidelines
This activity will begin with the
contextualization of a real professional problem related to power calculations,
power factor improvement, and energy efficiency in a specific environment. To
foster collaborative work and autonomous learning, the group will be divided
into subgroups of four or five members.
Problem statement:
The “Green Energy” Secondary School
has noticed a significant increase in its electricity bills over the past few
months. After an initial review, it has been determined that the power factor
of the installation is low, contributing to additional costs. The school
administration has decided to seek solutions to improve energy efficiency and
reduce operating expenses. How can the “Green Energy” Secondary School improve
its power factor and optimize its energy consumption to reduce electricity
costs?
|
Provided data: Current electrical consumption: Active Power (P): 30 kW Reactive Power (Q): 20 kVAR Apparent Power (S): 36,06
kVA Current Power Factor: 0,83 |
Costs: Cost per kWh: $0,15 Penalty for low power factor:
$0,05 per reactive kVAR per month. Electrical Equipment: Lighting equipment,
computers, air conditioning, and other electrical devices. |
Tasks for the teams:
Problem analysis:
- Calculate the current cost of
electricity based on active consumption and penalties for the power
factor.
- Identify the equipment that most
contributes to energy consumption and the low power factor.
Improvement proposals:
- Research and propose solutions
to improve the power factor to 0.96, such as the installation of
capacitors and optimization of equipment use.
- Estimate the implementation cost
of the proposed solutions and the potential savings on electricity bills.
Presentation of solutions:
- Each group must present its
analysis, proposed solutions, and expected benefits, including an
estimated calculation of cost savings.
It is important to highlight that the
solutions created must demonstrate how their proposals not only improve the
power factor but also contribute to sustainability and the reduction of the
school’s operating costs. Additionally, the teacher should guide and encourage
discussion on the importance of energy efficiency and the environmental impact
of the decisions made.
This problem example allows students
to apply theoretical concepts to a practical situation, fostering active
learning and collaboration. By the end of the activity, students will not only
have improved their understanding of power calculations and methodologies for
improving power factor but will also have developed problem-solving and
teamwork skills.
In this activity, investigative tasks
are proposed, such as:
- Researching the concept of daily
load chronology curve.
- Understanding the concept of
load factor.
- Exploring how photovoltaic solar
generation contributes to improving energy efficiency in industrial
systems.
- Studying the arrangement of
loads in industrial systems.
Practical class
Title: Exercises on power calculations,
power factor improvement in electrical circuits
Objectives:
- Practice power calculations, power
triangles, and power balance in electrical circuits.
- Explain
through a practical example what the daily load chronology curve is, how
it is constructed, and how to interpret and calculate the load factor.
- Explain
what load arrangement means in industrial systems.
- Present
the case study for resolution in the virtual laboratory based on the
application of electrical load arrangement developed in Scilab.
Methodological guidelines
In this practical class activity,
students will develop professional skills by resolving and studying real case
problems related to power calculations in electrical circuits, building on the
theoretical and professional knowledge acquired from previous lectures.
This activity will explain, through a
professional practical example, what the daily load chronology curve consists
of, as well as the calculation and interpretation of the load factor and the
arrangement of electrical loads in industrial systems.
Additionally, the presentation of the
graphical interface application for electrical load arrangement developed in Scilab will be conducted, along with the case study
intended for development in the virtual laboratory activity.
It is important to highlight that
during the development of this activity, both oral and written evaluations of
the content taught will be conducted.
Research tasks:
- Using
the energy measurement device in your home (smart meter), construct the
daily load chronology curve and determine the maximum demand.
- Estimate
the load factor of your home.
Virtual laboratory practices
Title: Optimization of Electrical
Load in an Industrial System Using the Load Arrangement Application Developed
in Scilab.
Objective:
- Analyze
the effect of load arrangement on the load factor and maximum demand in an
industrial system.
- Analyze
the integration of photovoltaic solar energy into the system.
Methodological procedure
Based on the selection of the case
study, students will use the load arrangement application developed in Scilab to conduct experiments on load arrangement in the
industrial system. They will focus on four variants of load arrangement,
evaluating their effects on maximum demand and load factor, assuming a minimum
adequate load factor of 50% for all variants. The variants are as follows:
- Variant
#1: Considering only the peak hours from 11:00 AM to 1:00 PM.
- Variant
#2: Considering the peak hours from 6:00 PM to 10:00 PM.
- Variant
#3: Considering 24 hours a day.
- Variant
#4: Considering 24 hours a day, but now with the integration of
photovoltaic generation.
It is important to note that for the
development of the virtual laboratory practice, the student groups formed
during the lecture activity using the problem-based learning method will be
maintained. Additionally, it is essential that during the description and
guidance of the laboratory practice, the concepts of maximum demand, load
factor, and their importance in the management of electrical systems are
revisited and explained.
The peak demand schedules of the
Cuban Electroenergy System should be presented, and
discussions should be held on how they affect load planning, as well as the
importance of integrating renewable energy sources into industrial systems.
The laboratory report will be
submitted by the teams on the date set by the course instructor. It should
follow the following format:
- Presentation format:
- Include
the name of the subject, title, names of participants, list number, group
of participants, and date.
- Introduction:
- Scientific
Problem: Clearly state the scientific problem being addressed in the
laboratory practice.
- Hypothesis:
Present the hypothesis that will be tested during the experiment.
- Objectives:
Outline the specific objectives of the laboratory practice.
- Development:
- Include
tables and figures to present data and results.
Additionally, the following questions
are formulated to assist in the development of the report:
ü What conclusions can be drawn from the
comparison of the daily load chronology curve for each of the variants?
ü Which variant is the best from the
perspective of maximum demand recontracting, load
factor reduction, and billing analysis?
ü How does the integration of renewable energy
sources influence energy efficiency, considering the load factor value, maximum
demand value, and electricity billing payment?
- Conclusions: These should be coherent
with the objectives outlined in the report.
- Bibliography:
Include all consulted sources used in the preparation of the report.
- The
report must be well-written with correct spelling and grammar, adhering to
the standards of the International System of Units (SI).
Analysis of results
To evaluate the proposal, 50, 70, and
70 second-year students from the Electrical Engineering program at the CUJAE
were interviewed for three consecutive years: 2022, 2023, and 2024,
representing 83%, 100%, and 100% of the enrollment for each year, respectively.
The questionnaire that served as a guide for conducting the interviews was
structured as follows:
Question No. 1. In your opinion, did
the development of the activities help you to reinforce and link the
theoretical and practical contents?
The answers to this question are
shown in Table 3.
|
Frequency |
% |
|||||
|
2022 |
2023 |
2024 |
2022 |
2023 |
2024 |
|
|
Yes |
50 |
70 |
70 |
100 |
100 |
100 |
|
No |
- |
- |
- |
- |
- |
- |
|
To some extent |
- |
- |
- |
- |
- |
- |
|
Total |
50 |
70 |
70 |
100 |
100 |
100 |
Table
3. Results of Question No. 1. Source: Own elaboration
Analysis and interpretation:
It can be observed that 100% of the
students interviewed, in the three courses, consider that completing the
proposed activities and the virtual laboratory using the features of the free
software Scilab helped them to understand and
reinforce the theoretical contents taught in the conferences. Likewise, it
helped them to link these contents with the topic of power quality and load
management in industrial systems. According to the students themselves, these
aspects highly motivated them regarding the electrical engineering career. From
these results, it can be inferred that the proposal greatly contributed to the
improvement of the teaching–learning process of electrical engineering
students, specifically in topics such as energy efficiency based on circuit
theory.
Question No. 2. In your opinion, did
the development of the virtual laboratory through the proposed application and
the case study help you to develop professional skills?
The answers to this question are
shown in Table 4.
|
Frequency |
% |
|||||
|
2022 |
2023 |
2024 |
2022 |
2023 |
2024 |
|
|
Yes |
50 |
70 |
70 |
100 |
100 |
100 |
|
No |
- |
- |
- |
- |
- |
- |
|
To some extent |
- |
- |
- |
- |
- |
- |
|
Total |
50 |
70 |
70 |
100 |
100 |
100 |
Table
4. Results of Question No. 2. Source: Own elaboration
Analysis and interpretation:
100% of the students, in the three
courses, stated that the development of the virtual laboratory through the
proposed application in solving real professional case studies helped them to
develop professional skills and to understand the relationship between circuit
theory and energy efficiency analysis in industrial systems. It also supported
them in interpreting the load management phenomenon, as well as in studying
energy efficiency in a visual and real manner. Moreover, experience is gained
through simulation since it allows selecting the best alternative from both the
technical and economic perspectives.
Question No. 3. In your opinion, did
the proposed didactic design for the study of energy efficiency help you to
exchange knowledge and skills with your peers?
The answers to this question are shown
in Table 5.
|
Frequency |
% |
|||||
|
2022 |
2023 |
2024 |
2022 |
2023 |
2024 |
|
|
Yes |
50 |
70 |
70 |
100 |
100 |
100 |
|
No |
- |
- |
- |
- |
- |
- |
|
To some extent |
- |
- |
- |
- |
- |
- |
|
Total |
50 |
70 |
70 |
100 |
100 |
100 |
Table
5. Results of Question No. 3. Source: Own elaboration
Analysis and interpretation:
100% of the
students, across the three courses, emphasized that through the proposed
didactic design for studying energy efficiency based on circuit theory and the
resolution of real professional case studies, they were able to exchange
information in decision-making regarding load management. They were also able
to analyze, from both technical and economic perspectives, which was the best
alternative, which in turn enhanced debate and teamwork. This result shows that
the integration of information and communication technologies (ICT), from the
conception of learning and knowledge technologies (LKT) and technologies for
empowerment and participation (TEP), into the teaching–learning process through
simulation improves students’ collaborative and autonomous learning, especially
when applied in problem solving situations related to the profession and
supported by theory.
Conclusions
In alignment with the
objective of proposing a didactic design for teaching energy efficiency,
mediated by virtual environments, aimed at enhancing the teaching-learning
process of Electrical Circuits and professionalizing the study of power in
industrial systems, a methodological procedure was structured that integrates
lectures, practical classes, and virtual labs. The sequence and articulation of
these elements are presented.
The evidence of the technological intervention
demonstrates that the simulation in Scilab allowed
for the operationalization of the case study and experimentation by variants,
supported by the developed application (interfaces reported in Figures 2–4) and
the technical characterization of the analyzed industrial system (case data
reported in Table 1 and the initial daily curve in Figure 5). This supports the
feasibility of linking theory and practice in real contexts of energy
efficiency.
Regarding the evaluation of the proposal, the
descriptive analysis of the structured interviews shows a consistent student
appreciation across the three cohorts (2022–2024), where a positive perception
is reported in relation to
the theory-practice connection,
the development of professional skills, and peer exchange, as indicated
by the results recorded in Tables 3, 4, and 5.
Overall, the convergence between the methodological
organization of the design, the technical and functional evidence of the
simulation-based virtual lab (Figures 2–5 and Table 1), and student
appreciation (Tables 3–5) supports the notion that the didactic proposal
contributes to improving the teaching-learning process in Electrical Circuits
through a contextualized theory-practice integration in energy efficiency.
Finally, the incorporation of information and
communication technologies (ICT), from the conception of LKT and TEP, into the
teaching of energy efficiency through circuit theory is presented as an
innovative and replicable approach in other areas of engineering. The
combination of simulations with the study of real case studies not only
optimizes the teaching–learning process but also strengthens the training of
engineers with greater capacity to develop efficient and sustainable solutions
in the electrical sector.
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