The Impact of Different Computing Tools in Electrical Engineering Learning

Abstract

The objective of this study is to assess the use, impact, and issues related to the application of computing devices in Electrical Engineering learning by students in Pakistan. With the ever-increasing infusion of technology in engineering disciplines, it becomes necessary to examine the contribution of computing tools like MATLAB, Simulink, Python, etc. on understanding, application, and readiness for industrial demands. The current study adopted a quantitative strategy by using a pre-tested questionnaire with 400 randomly chosen students enrolled in the Electrical Engineering program across government and private universities in Pakistan. The survey recorded demographic information, frequency of tool utilization, methods of learning, perceived effectiveness of the methods, and challenges encountered. Data analysis procedures were conducted using SPSS Version 29 where frequencies and percentages were computed along with the generation of bar and pie charts, radar diagrams, and tables, all of which fell under descriptive statistics. The results suggest that MATLAB (80%) and Simulink (62.5%) are the most popular and considered the best tools in engineering courses. Most of the students completed these tools to be helpful or extremely helpful in learning; however, significant issues such as no training (62.5%), software cost (50%), and complexity (45%) posed problems. Although most students reported university courses as their primary learning source (75%), they also resorted to self-study, online videos, and studying with friends. Furthermore, students proposed including additional modern technologies like sophisticated Python for AI/ML and PLC programming in the curriculum. This research examines the relevant literature and integrates computing resources within the context of Pakistani Electrical Engineering programs, which has previously been documented in the region. It documents the gaps in tool-imbedded pedagogy, and offers engineering education improvement recommendations through curriculum change, formative evaluation, and infrastructure development.

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