A Case of 3D Virtual Laboratory Design Implementation and Intelligence for Mechatronics Courses

A new remote laboratory system for learning hardware design and experiment of digital circuit has been developed. It employs shared resources and an e-learning system based on the top-down method specializing in the logic circuit design and featuring a quick acquisition of the hardware-description-language-based design skill. The wide use of the Internet motivated us to develop seamless remote and actual hardware laboratories for hardware design laboratory course, and for students to learn the digital circuit design by themselves. The proposed remote laboratory utilizes actual hardware and actual measurement tools in a time-sharing fashion. The combinatorial use of FPGA/PC connected test hardware and PC-based measurement equipments has made it possible to develop a remote multi-user and time-sharing hardware experiment system. As all students are equipped with high-performance Laptop PCs, CPU intensive development tasks can be performed by each student's client PC in a rich-client environment. The prototype the remote-laboratory and self e-learning system are under-construction, and will be used for the third grade CS students from year 2005

This paper describes a practical case study on the benefits and feasibility of a virtual laboratory as a part of chemistry laboratory exercises. Three different objectives that must fit together to create an efficient Virtual Reality (VR) learning experience were found: relevant information content, learning design, and technical feasibility. To achieve these multidisciplinary goals, a simple framework for designing VR learning materials was created. A 360-VR version of a chemistry laboratory exercise was designed and created following this framework. Data on its effectiveness was collected on a laboratory course with over 150 first-year chemical engineering students. The students completed the same laboratory exercise both as a virtual laboratory and in a real student laboratory. In the student feedback, students clearly stated that virtual laboratories cannot replace the experience in a real laboratory, and that the virtual laboratory exercises did not directly increase student motivation. Nevertheless, students showed a very positive attitude towards virtual learning materials and suggested including even more activating materials such as quizzes and interactive videos in the learning materials. Only a few students reported any downsides related to the virtual laboratory exercise. Overall, it was shown that our design principles work in practice as the students reported several real benefits when they completed a virtual laboratory exercise before the real-life laboratory exercise. These benefits included learning the correct way that the laboratory exercise proceeds and how to perform certain tasks correctly.

In this paper, we present a virtual learning laboratory environment for undergraduate mathematics education using an inquiry-based learning approach. The Visible Thinking pedagogical framework is also suggested to achieve a good complement to traditional lecture–tutorial systems. The virtual laboratory is implemented in an open-access Java interactive software. We demonstrate a viable instruction procedure, providing a set of virtual laboratory activities with real-world applications spanning signal processing, data science and analytics, sustainable infrastructure engineering, and theoretical physics. A preliminary study on a pilot cohort indicates that the proposed virtual laboratory can enhance students’ learning. The virtual laboratory implementation is scalable and can be easily expanded in scope to other mathematical topics; transitioning to a tablet-based system for use in smart classrooms is also readily achieved. The Java interactive software is freely available on Open Science Framework.

The rapid transition to remote teaching in the spring of 2020 posed particular challenges for laboratory courses, which often involve students working hands-on with equipment in collaborative environments. Replicating in-person experiments was especially challenging for advanced lab courses that utilize specialized apparatus, which could not be accessed by students at home. However, physics lab instructors employed a variety of creative strategies to overcome these barriers and provide students access to lab-like learning in a remote setting. We report on one advanced lab course that used the transition to remote teaching to completely redefine the course goals and transition from traditional prescriptive labs to more open-ended projects. We conduct a case study analysis, triangulating among several data sources-survey responses and interviews from both instructor and students-to construct an in-depth understanding of the remote course and how students experienced it. Although we cannot necessarily generalize the results of this analysis to the entire student experience in the course due to the student response rate, the feedback that the course did receive from both students and the instructor was overwhelmingly positive, and the instructors are planning to retain the open-ended projects when the course returns to an in-person format. We find that the new open-ended projects afforded students opportunities to make decisions and think deeply about their experiments, which students report as contributing to their enjoyment and satisfaction with the course. Students had mixed group work experiences, with some describing positive and meaningful interactions and others describing group work as a source of frustration and stress. Additionally, some students missed being able to work hands-on with equipment, and some reported a high workload that made the course stressful. We discuss these student experiences and provide implications for both in-person and remote lab courses.

Laboratory course acts as a key component of histopathology education. Recent trends of incorporating visual and interactive technology in active and inquiry-based learning pedagogical methods have led to significant improvement of histopathology laboratory courses. The present work aimed to describe interactive virtual microscope laboratory system (IVMLS) as a virtual platform for teaching histopathology in order to improve the quality and efficiency of teaching. The system is based on interactive technology and consists of interactive software, slide-reading software, teaching resources and integrated auxiliary equipment. It allows real-time interaction between teachers and students and provides students with a wealth of learning and review materials. In order to evaluate the effectiveness of the system, we conducted a comparative study with the use of light microscope (LM) as a method. Specifically, we compared the results of six assignments and one laboratory final exam between IVMLS group and LM group to analyse the impact of IVMLS on students' academic performance. A questionnaire survey was also conducted to obtain students' attitudes and views on this system. There was no overall difference in assignment performance between IVMLS group and LM group. But laboratory final test grades increased from a mean of 62% (43.8–80.0, 95% CI) before to 83% (71.0–94.2, 95% CI) after implement IVMLS, suggesting highly significant (p < 0.001) improvement on students' histopathology laboratory performance. Feedback of the questionnaire was positive, indicating that students were satisfied with the system, which they believed improved student communication and teacher-student interaction, increased learning resources, increased their focus on learning, and facilitated their independent thinking process. This study proves that IVMLS is an efficient and feasible teaching technology and improves students' academic performance.

In this paper we report on a pilot study conducted to identify tasks and understand scale and spatial resolution limits for the design of virtual engineering laboratories. The virtual environment is based on using the Oculus Rift SDK2 headset combined with the Leap Motion Controller (LMC) mounted on the headset. We first discuss a functional break-down structure to identify typical tasks conducted in a laboratory. From this functional breakdown basic gestures are identified to assist in virtual laboratory operations. Using this breakdown as a guide we developed two virtual environments. The first familiarizes the user with basic capabilities of the Rift and LMC. While the second environment was developed to measure scale and spatial effects of interfaces. This data will be used to guide the development of virtual laboratories environments for use in engineering degree programs and improve testing of these and other interfaces.

This study aims to develop guided course materials by utilizing Web 2.0 tools within the scope of the acids-based subject for the 8th-grade science course in primary school. To achieve this objective, multimedia learning environments have been developed at the primary education level focusing on the topic of acids and bases. In the instructional design process, the ADDIE model of instructional design, which is one of the widely preferred instructional design models today, was used in instructional design. Multimedia learning environments were designed using Web 2.0 tools by the steps of the ADDIE instructional design model. As a result of the study, the challenges encountered during the design processes of multimedia learning environments were addressed. Therefore, this study endeavours to enhance learning success and contribute to educational outcomes by developing multimedia learning environments consisting of animations, virtual laboratories, and experiments within the framework of the ADDIE model.

For enhanced education at the level of University courses such as those in biology or biotechnology, one of the key elements is the need of time and expertise to allow the student to familiarize laboratory techniques in par with regular theory. The Sakshat Amrita virtual biotechnology lab project focusing on virtualizing wet-lab techniques and integrating the learning experience has added a new dimension to the regular teaching courses at the University. Establishing virtual labs requires both domain knowledge and virtualizing skills via programming, animation and device-based feedback. Challenges in the biotechnology sector in setting up a laboratory that integrates both the feel and phenomenon includes the medley of multiple techniques. This paper reports one such cost-effective process used in virtualizing a real biotechnology lab at the University-level. The major challenge in setting up an effective knowledge dissemination for laboratory courses was not only the scientific approach of biotechnology, but included the virtualization aspects such as usage/design scalability, deliverability efficiency, network connectivity issues, security and speed of adaptability to incorporate and update changes into existing experiments. This paper also discusses an issue-specific case-study of a functional virtual lab in biotechnology and its many issues and challenges.

This study examines the contemporary labor market's demand for continuous upskilling in response to the digital era. It delves into the profound impact of digital technology on higher education, emphasizing the necessity for innovation in learning methods, teaching, and access to resources. The research highlights the crucial role of organizational agility in enabling higher education institutions to swiftly adapt to evolving environments. The quantitative study, conducted through an online questionnaire in October 2023, included 95 respondents from Bucharest University of Economic Studies, representing all three main education levels: doctoral studies, master’s degree, and undergraduate studies. The research investigates students' readiness for the agile workforce, placing emphasis on the role of higher education in cultivating an agile mindset. It serves as a guide for individuals entering the labor market, providing insights into the mindset required to excel in their professional journey

This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory and outlines the methodology of e-resource application. To find out how virtual chemistry laboratory affects student scientific literacy, research skills and practices, a pedagogical experiment has been conducted. Student achievement was compared in two learning environments: traditional – in-class hands-on – learning (control group) and blended learning – online learning combined with in-person learning (experimental group). The effectiveness of integrating an e-lab in the laboratory study was measured by comparing student lab reports of the two groups. For that purpose, a set of 10 criteria was developed. The experimental and control student groups were also compared in terms of test results and student portfolios. The study showed that the adopted approach blending both virtual and hands-on learning environments has the potential to enhance student research skills and practices in analytical chemistry studies. Published: 4 December 2017 Citation: Research in Learning Technology 2017, 25 : 1968 - http://dx.doi.org/10.25304/rlt.v25.1968

BackgroundAcross the globe, there have been significant reforms to improve STEM education at all levels. A significant part of this has been teacher reform. While the responses and resilience of STEM teachers to educational reforms in secondary education have received significant attention, the responses and resilience of STEM teachers in higher education remains understudied. In higher education, educational reforms of academic roles have seen increasing numbers of STEM academics focussed on education. Responses of STEM academics to education reform of the academic role have some parallels with teacher resilience, but there are also potential misalignments within a culture which values and prioritises science disciplinary research. This study examined the responses of STEM academics in higher education to educational reform of the academic role using the theoretical construct of resilience and Bronfenbrenner’s socio-ecological model. This was a 2-year case study of 32 academics and senior educational leaders in higher education in STEM. Data collection included semi-structured interviews which were theme coded and inductively analysed.ResultsThe responses and resilience of STEM academics focussed on education appeared to be dependent on interactions between individual disposition in the microsystem and influences of the exosystem and the external macrosystem. Five major themes emerged about the value and quality, scholarship and expertise, progress and mobility, status and identity and community and culture of STEM academics focussed on education. The exosystem was a significant unidirectional influence on STEM academics where judgements were made concerning academic performance, awards, and promotion. Responses of senior leaders in the exosystem were influenced by the macrosystem and culture of science. Academics focussed on research, rather than education were more valued and more likely to be both financially rewarded and promoted.ConclusionDuring this pressured decade, where COVID-19 has intensified stress, more attention on the direction and reciprocal relationships in the socio-ecological model of higher education is needed in order for educational reform in higher education STEM to be effective. Resilience of STEM academics to educational reform in higher education is a dynamic quality, and the capacity to “bounce back”, learn from challenges, and realise expectations of educational reform will depend on an understanding of resilience and support of Bronfenbrenner’s spheres of influence.

In general, students of laboratory courses such as chemistry or biology are not able to replicate at home an experiment of a previously studied class since they lack infrastructure and material. With the possibility of providing multimedia and virtual reality environments on the Web, different applications and virtual laboratories have been proposed. However, most of the existing tools are not flexible enough or are domain-oriented, not supporting the addition of new tailor-made experiments when needed. This paper introduces a new platform for providing a customizable Virtual Laboratory, [email protected] This application was proposed at University of Madeira in order to provide students with a flexible 3D virtual laboratory and teachers with a platform that can be customized to new experimental protocols. Therefore, chemistry teachers are able to create their own experimental protocols and propose them to their students. Moreover, students can be followed accordingly having their learning needs and difficulties fulfilled. [email protected] is a solution for motivating students and proposing an added value for complementing laboratory courses.

ICT-enabled education has become an integral component of the contemporary academic environment in both the secondary and higher education systems in India. In the aftermath of the COVID-19 pandemic, online learning platforms have taken center stage, with widespread acceptance among educators, students and other stakeholders. Within this context, Virtual Laboratories (VL) setups have emerged as essential tools, especially in higher education institutions that face persistent challenges due to inadequate physical laboratory infrastructure. Following the introduction of NEP 2020, major changes have been observed in academic curricula across major universities in India. Under this regulation, all types of educational institutions have embraced the policy’s emphasis on experiential learning through laboratory-based instruction. Although the potential of VL has been widely acknowledged and supported by numerous recommendations, the existing physical infrastructure remains insufficient to meet the evolving demands. For both faculty and students, the integration of virtual and physical laboratories represents a first-time experience. This convergence has sparked considerable debate within the academic community, particularly among physics educators. The present study aims to examine both the underlying factors and concerns associated with the use of VL along with physical labs in undergraduate programmes. Our findings indicate that the current implementation in the syllabus does not fully meet the intended objectives for which these VLs were initially designed.

The virtual simulation laboratory is a process of transforming the one-dimensional text on the original textbook, to the two-dimensional picture projected by PPT, into a lifelike three-dimensional image. Through the multimedia platform, the knowledge and models learned by the students are displayed in front of the students, so that the experiencers can feel a near-real experience on this virtual simulation platform, which can greatly deepen our imagination and understanding of things, let the experience learning is fun. According to the existing situation of experimental teaching in local colleges and universities, this study proposes the establishment of an automobile engine simulation laboratory. On the basis of analyzing the technical implementation status of automobile engine virtual laboratory at home and abroad, comparing the system composition of the traditional laboratory system, synthesizing the current needs, researching and exploring relevant solutions, and finally deciding to conduct a simulation laboratory exploration of the engine, explaining the composition of the virtual laboratory, and understand the utilization and management of laboratories. The basic operations of the virtual laboratory are studied based on real objects and actual operations, and the application of the virtual laboratory is discussed with the engine crankshaft as the research object.

This study seeks to extend wicked problems analysis within the context of a library’s support for virtual reality (VR) and the related extended reality (XR) emerging technologies. The researchers conducted 11 interviews with 13 librarians, embedded IT staff, and/or faculty members who were involved in administering, managing, or planning a virtual reality lab or classroom in a library (or similar unit) in a higher education setting. The qualitative analysis of the interviews identified clusters of challenges, which are categorized as either emergent (but solvable) such as portability and training; complicated (but possible) such as licensing and ethics: and/or wicked (but tameable). The respondents framed their role in supporting the wickedness of VR/XR in three basic ways: library as gateway, library as learning partner, and library as maker. Five taming strategies were suggested from this research to help librarians wrestle with these challenges of advocating for a vision of VR/XR on their respective campuses. This research also hints at a larger role for librarians in the research of technology diffusion and what that might mean to their role in higher education in the future.