Undergraduate students within an interdisciplinary programme covering technology and social sciences completed a laboratory module with electronic engineering tasks. Curriculum design used a skills-based approach to build student confidence and capability, before a second, open ended problem-based approach was utilised in later tasks. A combined-method approach for sessions engaged students in using simulation tools (tinkerCAD Circuits), followed by practical deployment of their designs. A mixed-methods data collection and analysis (questionnaire and focus groups) showed students found the content challenging, while also accessible and enjoyable. Using simulation tools lessened the learning curve associated with fully practical laboratory sessions by providing real time feedback and simplifying systems. In particular, using visual-based block coding to populate the text-based syntax setup was valued by participants. The value of transversal skills gained in laboratories was also valued by the cohort, highlighting the benefit of engaging a wide range of students with engineering experiences.

Contribution: This study uses a qualitative research method to analyze interviews where participants simplified an electric circuit while explaining their thought process. Background: Rearranging circuit diagrams is a fundamental skill in electrical and electronic engineering, yet students can struggle with unfamiliar configurations. Current research in the discipline is often quantitative, centered on conceptual understanding. By using a qualitative method, the process of 'how' students interact with circuit diagrams is investigated. Research Question: How do students approach circuit diagram simplifications? Methodology: 15-minute individual discussions with 10 participants (undergraduate Years 1-4) simplifying an unconventionally presented circuit diagram were recorded. Reflexive thematic analysis was used to identify common themes. Findings: 1. Participants initially rely upon pattern recognition to solve circuit problems before applying other analysis techniques. 2. Two rearrangement methods were identified: 'component focused', where combinations of components are grouped and then connected together, and 'ground focused' where components in the circuit are related to ground and then connected together. 3. Students using a ground focused strategy were less hesitant in their circuit rearrangement process. 4. Students broadly used mechanicalistic methods of error checking, selecting software tools rather than applying conceptual understanding.