2026 ASEE Annual Conference & Exposition

Interventions in Circuit Education in K-12 Worldwide: A Systematic Review

Presented at Electrical and Computer Engineering Division (ECE) Technical Session 14

Understanding introductory circuit concepts would be beneficial for K-12 students pursuing
related majors in college. Accordingly, various educational interventions have been designed and
implemented for students at the K-12 level. Previous reviews of circuit interventions were
limited to the undergraduate population, outdated, or did not identify intervention types.
Therefore, we investigated (a) what types of interventions were conducted in circuit education at
the K-12 level around the world from 2000 to 2025? (b) what impact these interventions had on
students, and (c) what similarities and differences exist in these interventions across countries.
We conducted a systematic review by searching and filtering studies published from 2000 to
2025. Specific keyword searches and forward and backward snowballing were used to locate 23
papers, including 38 studies. Due to our defined eligibility criteria, such as publication in
English, 43% of the papers reporting interventions included in this study were administered in
the United States. Among categories of interventions, motivational interventions were the least
common, and regarding learning strategies, cognitive-focused interventions outnumbered
metacognitive and management strategies. Interventions at the high school level were mainly
designed to have effects on student perceptions, as preparations for engineering majors align
more with high school curricula. Hence, there were generally more interventions at this level to
shape perceptions of electrical engineering. High school curricula also covered more advanced
topics, offering instructors greater flexibility in designing interventions and necessitating
strategies to address these challenging subjects.

Authors

Mr. Manoj Raut http://orcid.org/0009-0007-2495-6508 University of Cincinnati [biography]

Manoj Raut is a sophomore pursuing a Bachelor’s degree in Electrical Engineering at University of Cincinnati. His research interests focus on educational interventions and learning processes in K–12 education. With nearly a year of prior experience teaching mathematics at the secondary level in Nepal, he developed a strong passion for understanding how practical, hands-on approaches can enhance student engagement and learning outcomes.
Iman Shayegani http://orcid.org/https://0009-0008-8930-3724 University of Cincinnati [biography]

Iman Shayegani is a Ph.D. student in Engineering Education at the University of Cincinnati. He earned his Bachelor's degree in Electrical Engineering from the University of Tehran and his Master's degree in the same field from Shiraz University. His research focuses on designing and implementing instructional interventions in Circuits I courses to enhance students’ conceptual understanding of electrical circuits. He is also actively engaged in assessment development, with a particular interest in psychometric analysis and the refinement of concept inventories related to circuits and electronics.
Dr. So Yoon Yoon http://orcid.org/0000-0003-1868-1054 University of Cincinnati [biography]

Dr. So Yoon Yoon is an assistant professor in the Department of Engineering and Computing Education in the College of Engineering and Applied Science at the University of Cincinnati, OH, USA. Dr. Yoon received her Ph.D. in Gifted Education and an M.S.Ed. in Research Methods and Measurement with a specialization in Educational Psychology, both from Purdue University, IN, USA. She also holds an M.S. in Astronomy and Astrophysics and a B.S. in Astronomy and Meteorology from Kyungpook National University, South Korea. Her work centers on elementary, secondary, and postsecondary engineering education research as a psychometrician, data analyst, and program evaluator with research interests in spatial ability, STEAM education, workplace climate, and research synthesis with a particular focus on meta-analysis. She has developed, validated, revised, and copyrighted several instruments beneficial for STEM education research and practice. Dr. Yoon has authored more than 100 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a PI, co-PI, advisory board member, or external evaluator on several NSF- and NASA-funded projects.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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