Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software

Jiangpeng Li; Xiaoliu Yang

doi:doi:10.11648/j.edu.20261501.13

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Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software

Jiangpeng Li^*

, Xiaoliu Yang

Published in Education Journal (Volume 15, Issue 1)

Received: 20 January 2026 Accepted: 2 February 2026 Published: 20 February 2026

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Abstract

To address the persistent challenges in the “Circuit Analysis” laboratory course-characterized by perfunctory preparation, superficial practice, and a lack of innovation—this paper proposes and implements a blended teaching reform centered on “virtual-real integration and competency orientation.” The new framework systematically restructures the instructional process into three integrated stages: pre-class, in-class, and post-class. Taking the experiment on “Measuring Active and Reactive Power in Three-Phase Circuits” as a case study, the model deeply integrates the Rain Classroom smart tool with the Multisim simulation platform, creating a closed-loop pedagogical cycle of “simulation-based preparation, hands-on exploration, and design-oriented extension.” The pre-class phase uses Multisim for theoretical visualization and preliminary inquiry. The in-class phase involves comparing simulation results with physical circuit measurements to deepen understanding of practical engineering issues. The post-class phase assigns open-ended design tasks to foster problem-solving and innovative thinking. This reform effectively transforms the traditional teacher-led model into a student-centered paradigm of active inquiry and application. The results demonstrate that this approach significantly enhances teaching quality and learning outcomes, while also establishing a replicable and scalable new paradigm for experimental education that provides a practical solution to common challenges in foundational engineering courses.

Published in	Education Journal (Volume 15, Issue 1)
DOI	10.11648/j.edu.20261501.13
Page(s)	18-24
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

Virtual-Real Integration, Competency Orientation, Blended Teaching, Circuit Analysis Laboratory, Multisim

References

[1]	Qiaolan WANG. “Teaching Reform and Practice of ‘Circuit Analysis Laboratory’ Assisted by Virtual Simulation” [J]. Industrial Control Computer, 2025, 38(10): 135-137.
[2]	Longyun JIANG. “Application of Simulink Simulation in the Basic Experimental Teaching of Circuit Analysis” [J]. Journal of Tonghua Normal University, 2025, 46(06): 134-139. https://doi.org/10.13877/j.cnki.cn22-1284.2025.06.018
[3]	Kuwatbaike Mamuti, Iliyar Jiamuhaimaiti, Huoja Tuohetasen. “Exploration on the Application Effect of Multisim Simulation Software in the Basic Experimental Teaching of Circuit Analysis” [J]. Journal of Ili Normal University (Natural Science Edition), 2020, 14(04): 67-74.
[4]	Lingmin WU, Jiawei LI. “Simulation Analysis of Three-Phase Circuits Based on Multisim 10” [J]. PC Programming Skills & Maintenance, 2020, (07): 153-156+164. https://doi.org/10.16184/j.cnki.comprg.2020.07.056
[5]	Wen ZHOU, Xie ZHOU. “Fault Analysis of Three-Phase AC Circuit Experiments Based on Multisim” [J]. Industrial Control Computer, 2020, 33(04): 147-148.
[6]	Nannan LU, Yanjing SUN, Yanfen WANG, et al. “Simulation Analysis of Three-Phase Circuits Based on Multisim” [J]. Experiment Science and Technology, 2019, 17(02): 18-21+26.
[7]	Haiyan LIU, Shuyi ZHEN, Jiadong HUANG, et al. “Simulation Analysis of Three-Phase Circuits Based on Multisim” [J]. Modern Electronics Technique, 2005, (19): 101-103+106.
[8]	Xiufen W, Shengyi Y, Jiang P. Application of Multisim in Teaching Reform of Digital Circuit Experiment [J]. Education Reform and Development, 2025, 7(2): 67-76. https://doi.org/10.26689/ERD.V7I2.9625
[9]	Ma Y. Teaching Reform and Practice of Sensor Course Based on Arduino+NI Multisim [J]. Journal of Higher Vocational Education, 2024, 1(2): https://doi.org/10.62517/JHVE.202416211
[10]	Li L, Meng L, Wang F. Design and simulation of frequency divider circuit based on multisim [J]. E3S Web of Conferences, 2021, 268 01058. https://doi.org/10.1051/E3SCONF/202126801058
[11]	Li P. Electronic Circuit Teaching Aided by Multisim Virtual Simulation Software [J]. Advanced Materials Research, 2014, 3160 (933-933): 703-707. https://doi.org/10.4028/www.scientific.net/AMR.933.703.
[12]	Su J. The Application of Multisim Simulation Platform in Teaching and Scientific Research of Mixed-Signal Circuit [C]// 2017: https://doi.org/10.2991/ICCESE-17.2017.56
[13]	National instruments multisim 11 simplifies circuit simulation for teaching and design [J]. Engineer, 2010, 11 JANUARY
[14]	Licarião F A N, Pereira H V C D, Lauro R W. Simulated Experiments for Teaching Mutually-Coupled Circuits CAD Techniques Using Analytic and Finite Element Solutions [J]. Journal of Electromagnetic Analysis and Applications, 2017, 09 (11): 183-202. https://doi.org/10.4236/jemaa.2017.911016

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APA Style

Li, J., Yang, X. (2026). Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software. Education Journal, 15(1), 18-24. https://doi.org/10.11648/j.edu.20261501.13

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Li, J.; Yang, X. Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software. Educ. J. 2026, 15(1), 18-24. doi: 10.11648/j.edu.20261501.13

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AMA Style

Li J, Yang X. Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software. Educ J. 2026;15(1):18-24. doi: 10.11648/j.edu.20261501.13

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@article{10.11648/j.edu.20261501.13,
  author = {Jiangpeng Li and Xiaoliu Yang},
  title = {Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software},
  journal = {Education Journal},
  volume = {15},
  number = {1},
  pages = {18-24},
  doi = {10.11648/j.edu.20261501.13},
  url = {https://doi.org/10.11648/j.edu.20261501.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261501.13},
  abstract = {To address the persistent challenges in the “Circuit Analysis” laboratory course-characterized by perfunctory preparation, superficial practice, and a lack of innovation—this paper proposes and implements a blended teaching reform centered on “virtual-real integration and competency orientation.” The new framework systematically restructures the instructional process into three integrated stages: pre-class, in-class, and post-class. Taking the experiment on “Measuring Active and Reactive Power in Three-Phase Circuits” as a case study, the model deeply integrates the Rain Classroom smart tool with the Multisim simulation platform, creating a closed-loop pedagogical cycle of “simulation-based preparation, hands-on exploration, and design-oriented extension.” The pre-class phase uses Multisim for theoretical visualization and preliminary inquiry. The in-class phase involves comparing simulation results with physical circuit measurements to deepen understanding of practical engineering issues. The post-class phase assigns open-ended design tasks to foster problem-solving and innovative thinking. This reform effectively transforms the traditional teacher-led model into a student-centered paradigm of active inquiry and application. The results demonstrate that this approach significantly enhances teaching quality and learning outcomes, while also establishing a replicable and scalable new paradigm for experimental education that provides a practical solution to common challenges in foundational engineering courses.},
 year = {2026}
}

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TY  - JOUR
T1  - Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software
AU  - Jiangpeng Li
AU  - Xiaoliu Yang
Y1  - 2026/02/20
PY  - 2026
N1  - https://doi.org/10.11648/j.edu.20261501.13
DO  - 10.11648/j.edu.20261501.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 18
EP  - 24
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20261501.13
AB  - To address the persistent challenges in the “Circuit Analysis” laboratory course-characterized by perfunctory preparation, superficial practice, and a lack of innovation—this paper proposes and implements a blended teaching reform centered on “virtual-real integration and competency orientation.” The new framework systematically restructures the instructional process into three integrated stages: pre-class, in-class, and post-class. Taking the experiment on “Measuring Active and Reactive Power in Three-Phase Circuits” as a case study, the model deeply integrates the Rain Classroom smart tool with the Multisim simulation platform, creating a closed-loop pedagogical cycle of “simulation-based preparation, hands-on exploration, and design-oriented extension.” The pre-class phase uses Multisim for theoretical visualization and preliminary inquiry. The in-class phase involves comparing simulation results with physical circuit measurements to deepen understanding of practical engineering issues. The post-class phase assigns open-ended design tasks to foster problem-solving and innovative thinking. This reform effectively transforms the traditional teacher-led model into a student-centered paradigm of active inquiry and application. The results demonstrate that this approach significantly enhances teaching quality and learning outcomes, while also establishing a replicable and scalable new paradigm for experimental education that provides a practical solution to common challenges in foundational engineering courses.
VL  - 15
IS  - 1
ER  -

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Author Information

Jiangpeng Li

School of Automation Engineering, Moutai Institute, Renhuai, China

Contact Email

http://orcid.org/0009-0009-9304-3387
Xiaoliu Yang

School of Automation Engineering, Moutai Institute, Renhuai, China

http://orcid.org/0000-0002-1112-2690

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Plain Text BibTeX RIS

APA Style

Li, J., Yang, X. (2026). Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software. Education Journal, 15(1), 18-24. https://doi.org/10.11648/j.edu.20261501.13

Copy | Download

ACS Style

Li, J.; Yang, X. Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software. Educ. J. 2026, 15(1), 18-24. doi: 10.11648/j.edu.20261501.13

Copy | Download

AMA Style

Li J, Yang X. Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software. Educ J. 2026;15(1):18-24. doi: 10.11648/j.edu.20261501.13

Copy | Download

@article{10.11648/j.edu.20261501.13,
  author = {Jiangpeng Li and Xiaoliu Yang},
  title = {Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software},
  journal = {Education Journal},
  volume = {15},
  number = {1},
  pages = {18-24},
  doi = {10.11648/j.edu.20261501.13},
  url = {https://doi.org/10.11648/j.edu.20261501.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261501.13},
  abstract = {To address the persistent challenges in the “Circuit Analysis” laboratory course-characterized by perfunctory preparation, superficial practice, and a lack of innovation—this paper proposes and implements a blended teaching reform centered on “virtual-real integration and competency orientation.” The new framework systematically restructures the instructional process into three integrated stages: pre-class, in-class, and post-class. Taking the experiment on “Measuring Active and Reactive Power in Three-Phase Circuits” as a case study, the model deeply integrates the Rain Classroom smart tool with the Multisim simulation platform, creating a closed-loop pedagogical cycle of “simulation-based preparation, hands-on exploration, and design-oriented extension.” The pre-class phase uses Multisim for theoretical visualization and preliminary inquiry. The in-class phase involves comparing simulation results with physical circuit measurements to deepen understanding of practical engineering issues. The post-class phase assigns open-ended design tasks to foster problem-solving and innovative thinking. This reform effectively transforms the traditional teacher-led model into a student-centered paradigm of active inquiry and application. The results demonstrate that this approach significantly enhances teaching quality and learning outcomes, while also establishing a replicable and scalable new paradigm for experimental education that provides a practical solution to common challenges in foundational engineering courses.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - Research on Experimental Teaching Methods for Circuit Analysis Based on Multisim Simulation Software
AU  - Jiangpeng Li
AU  - Xiaoliu Yang
Y1  - 2026/02/20
PY  - 2026
N1  - https://doi.org/10.11648/j.edu.20261501.13
DO  - 10.11648/j.edu.20261501.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 18
EP  - 24
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20261501.13
AB  - To address the persistent challenges in the “Circuit Analysis” laboratory course-characterized by perfunctory preparation, superficial practice, and a lack of innovation—this paper proposes and implements a blended teaching reform centered on “virtual-real integration and competency orientation.” The new framework systematically restructures the instructional process into three integrated stages: pre-class, in-class, and post-class. Taking the experiment on “Measuring Active and Reactive Power in Three-Phase Circuits” as a case study, the model deeply integrates the Rain Classroom smart tool with the Multisim simulation platform, creating a closed-loop pedagogical cycle of “simulation-based preparation, hands-on exploration, and design-oriented extension.” The pre-class phase uses Multisim for theoretical visualization and preliminary inquiry. The in-class phase involves comparing simulation results with physical circuit measurements to deepen understanding of practical engineering issues. The post-class phase assigns open-ended design tasks to foster problem-solving and innovative thinking. This reform effectively transforms the traditional teacher-led model into a student-centered paradigm of active inquiry and application. The results demonstrate that this approach significantly enhances teaching quality and learning outcomes, while also establishing a replicable and scalable new paradigm for experimental education that provides a practical solution to common challenges in foundational engineering courses.
VL  - 15
IS  - 1
ER  -

Copy | Download