Enhancing Power Electronics Labs through Error-Based and Self-Regulated Learning

Abstract

This paper presents a technology-enhanced pedagogy for power-electronics labs. It combines self-regulated learning (SRL) and error-based learning (EBL). The approach guides students through three phases: forethought, performance, and reflection. Each phase uses formative checks, scaffolded feedback, and opportunities to retry. We implemented two modules: AC–AC and DC–AC converters. Both are run on microcontroller-based boards with real instruments. Oscilloscopes and Fast Fourier Transform (FFT) and Total Harmonic Distortion (THD) analyze errors in real time. We collected three Likert-scale surveys: one on the method and two on the lab modules. The students reported high satisfaction (≈4.5/5). They would recommend this method and felt more confident in facing mistakes. The results also show the role of difficulty and logistics in the task. These factors suggest more scaffolding for complex work. We conclude with design principles for SRL-oriented EBL in engineering laboratories. The principles focus on clear feedback loops, visible error signatures, and deliberate practice. The study offers practical guidance for postsecondary technology-enhanced learning.