Failure-Driven Learning in Engineering Laboratories for Building Conceptual Understanding and Diagnostic Skills

Authors

  • Bhargavi K. Vidyavardhaka College of Engineering 195, Vani Vilas Layout, Stage 2, Vijayanagar, Mysuru, Karnataka - 57017
  • Manjunath B. J. JSS Science and Technology University, Mysore
  • Juslin F. ATME College of Engineering, Mysore
  • Praveena K. S. Vidyavardhaka College of Engineering, Mysore

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26061

Keywords:

Failure-driven learning; diagnostic skills; troubleshooting; engineering education; student reflections; lab pedagogy.

Abstract

This paper presents the use of failure-driven learning (FDL) in a Computer Networks laboratory to improve student understanding and problem-solving skills. In this method, students were not only asked to complete the lab tasks but also to face common errors such as wrong IP addresses, DHCP pool issues, or routing mistakes. They were guided to observe the problem, apply diagnostic commands, correct the configuration, and write short reflections. Data was collected from command logs, error patterns, reflection notes, and a final open-ended project. The results showed that students in the FDL group made fewer simple mistakes, corrected errors in less time, and used more systematic troubleshooting compared to the control group. Their reflections also became better, moving from short observations to detailed reasoning. In the final project, FDL students performed better and worked with more independence. The study concludes that structured use of failures in lab experiments can strengthen student learning and help them develop skills required for real engineering practice.

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Published

2026-02-17

How to Cite

K., B., B. J., M., F., J., & K. S., P. (2026). Failure-Driven Learning in Engineering Laboratories for Building Conceptual Understanding and Diagnostic Skills. Journal of Engineering Education Transformations, 39(Special Issue 2), 516–523. https://doi.org/10.16920/jeet/2026/v39is2/26061

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
Crossref
Scopus
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Europe PMC

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