## 4 Evaluation
### Results Analysis
#### 4.3.2 Section 2 Analysis  
This section's assessment is composed of 13 questions covering the following topics: (1) definitions of numerical data types; (2) declarations of vectors and arrays; (3) methods for the truncation and extension of numerical values in _Verilog_; (4) effective variable naming  
Figure 11: Individual student performance for Group 2 in Section 1. Figure 10: Solution results of Group 2 in Section 1.  
conventions; (5) characteristics and applications of different design abstraction levels for gate-level, dataflow, and behavioral; (6) distinctions between combinational and sequential logics. Finally, practical comparisons of the features and differences among these design levels are provided through the applied test questions. Group 1 Test Results  
The test results are shown in Figure 12. It can be clearly observed from the figure that the accuracy rate of most students reached more than 80% for first-time answers, and the average number of submissions between each question is quite stable, indicating that the students are familiar with the operation of the system and the means of answering. In addition, students can review what they previously learned while absorbing new knowledge through the introduction of question types that are similar to those in Section 1 for Questions 10 to 12. From the results in the figure, we can see that the average accuracy upon first submission is higher and the average submission times were significantly lower than those for other questions, which means that while students are learning new knowledge, they can also strengthen their understanding of related concepts by reviewing their previous knowledge. From the overall analysis of the test results, the questions with a low average accuracy upon first submission achieved these results for the following reasons:  
* Question 5: This question lists various situations, including different numbers of bits and different radix systems, and requires students to declare the corresponding numbers in this format. We believe that some students may only be familiar with binary and hexadecimal systems, and are unfamiliar with octal systems.This results in a lower number of correct answers being achieved compared to other questions. * Question 8: This question explains the \"truncation\" and \"extension\" mechanisms that occur when variables of different bit widths are assigned to each other in _Verilog_. Students need to judge whether the description is correct or incorrect. We think that students may not have paid attention to the difference between signed and unsigned. Students often think that the sign extension will be performed when the bit width is insufficient. However, the sign extension will only be performed when the target variable is signed and the source data has a signed value. Otherwise, the zero extension will occur. Figure 12: Solution results for Group 1 in Section 2. Individual Student Performance in Group 1  
As shown in Figure 13, it can be observed from the chart that the average number of submissions for most students was about two, and only a few students exceeded four submissions. In addition, about 60% of the students achieved an accuracy rate of more than 85% on the first attempt, which suggests that the system can effectively provide students with a good testing environment, and the questions and topic descriptions provided are clear and easy to understand. Students could quickly grasp the meaning of the questions and successfully obtain the answers. As can be seen from the orange line graph, the students' average accuracy upon final submission is close to 100%, which highlights that most students were able to fully understand the content of the questions and achieve good learning results through the repeated exercises provided by the system. Further analysis of students' average accuracy upon first submission revealed that there was a large performance gap among students.