2026 ASEE Annual Conference & Exposition

Undergraduate students in electrical and computer engineering often struggle to identify and correct their own misconceptions when learning foundational circuit concepts. While many students can follow standard procedures, fewer possess the metacognitive skills necessary to evaluate the correctness of their reasoning or approach unfamiliar problems with confidence. To address this challenge, a structured classroom activity was developed in which students design their own random circuits, either correct or unintentional flawed, for use in class discussions or exams.
This study investigates the research question: How does engaging students in the design of circuit problems influence their metacognitive awareness and conceptual understanding of fundamental circuit principles, as well as their learning method and perceived benefits? Data were collected over multiple semesters from student-generated problems, exam scores, reflective responses, and feedback to examine patterns in metacognition, engagement, and self-evaluation.
Preliminary findings indicate that the process of creating and critiquing circuit problems encourages students to confront misconceptions, articulate reasoning explicitly, and assess circuit behavior more critically. The activity also promotes increased motivation and engagement, and students reconsidered their learning strategies and reflected on how developing effective approaches could benefit their future professional growth. Further, the flawed circuit designs were usually created unintentionally, reflecting students’ misconceptions about circuit concepts or their inability to apply their knowledge effectively. These authentic errors might become more powerful instructional tools: by analyzing and discussing them, students practiced identifying faults, correcting reasoning, and reinforcing conceptual understanding. Incorporating representative flawed designs into exams and class discussions further enhanced engagement and critical thinking. This study provides a practical, scalable strategy for promoting deeper conceptual understanding and metacognitive growth within the electrical and computer engineering curriculum.