Research Information System
Computer Applications in Engineering Education, vol.34, no.3, 2026 (SCI-Expanded, Scopus)
In engineering education, a “fidelity-accessibility trade-off” persists: accessible web simulations often lack physical accuracy, while complex industrial tools impose heavy cognitive loads. This hinders effective instruction in semiconductor physics in remote, hardware-constrained environments. This study bridges this gap by designing the Virtual Diode Laboratory (VDL), a web platform grounded in cognitive load theory. The research investigates how integrating rigorous physical modeling with interactive visualization enhances conceptual understanding of diode behaviors. The VDL employs a novel hybrid computational engine utilizing a topology-aware circuit reduction algorithm and a single-variable Newton–Raphson solver to resolve the full Shockley diode equation in real-time. The interface design incorporates instructional scaffolding, guiding learners from macroscopic circuit construction to microscopic analysis of energy band diagrams. The system was validated against theoretical benchmarks. The engine successfully modeled advanced nonlinear phenomena, including Zener breakdown, tunnel-diode negative-differential resistance, and thermal carrier dynamics, with a deviation of less than 1% from theoretical predictions. The integration of synchronized I–V curves and dynamic energy band visualizations enhanced visual literacy. The system's instant responsiveness created an inquiry-based environment, enabling rapid hypothesis testing without batch-processing latency. The VDL effectively eliminates the trade-off between accessibility and accuracy, providing a scalable, zero-installation solution for democratizing engineering education. By minimizing the cognitive load associated with abstract physics through interactive visualization, the platform offers a proven pedagogical strategy for overcoming misconceptions in resource-constrained settings.