A preliminary pedagogical comparison study using the digital logic concept inventory

Digital logic instructors have created a myriad of new, innovative teaching methods. Comparing the effectiveness of these methods is elusive because of differences in topic coverage and assessment content. We have created a standardized assessment tool to provide a means to directly compare student conceptual learning in different digital logic design courses - the Digital Logic Concept Inventory (DLCI). We have used the DLCI along with instructor interviews and analysis of student final exams to compare student learning in two courses at the University of Illinois at Urbana-Champaign. These courses differed in course content, teaching philosophy, and pedagogical technology. We provide evidence that the DLCI can provide useful insight into what techniques and methods improve student learning.