The VALUE @ Amrita Virtual Labs Project: Using Web Technology to Provide Virtual Laboratory Access to Students

The Prime Minister of India in 2020 announced his vision of Aatmanirbhar India to make India an economically self-reliant nation. He shared this vision while announcing the 1st economic package to support the Indian population during the COVID19 pandemic. He believed Aatmanirbhar India could be achieved through pursuing policies that are competent, efficient, and resilient along with being self-generating and self-sustaining. This vision was well aligned and would contribute significantly to India's plan of becoming a USD 5 trillion economy by 2025. However, achieving this vision would have required systemic changes in India's DNA as a larger section of the India population needed to become Innovators and Entrepreneurs. One element of adapting to this new DNA was envisioned through the development of innovation and entrepreneurial mindset among the youth of the country. It was important to capitalize on the potential of the young minds and awaken the innovators among the students in K-12 and especially higher education. In the last 3 years, the Ministry of Education (previously Ministry of Human Resource Development) along with other central organizations such as the AICTE (All India Council for Technical Education), UGC (University Grants Commission) etc have come up with a range of policies and initiatives, all strategically aligned to foster an ecosystem for entrepreneurship and innovation (I&E) in higher education institutions (HEIs). In this paper, we highlight a set of initiatives and policies launched up by the government of India to promote entrepreneurship and innovation in HEI's. We elaborate on the National Startup and Innovation Policy, New Education Policy (NEP) along with national initiatives such as Smart India Hackathon, ARIAA (National I&E ranking) and others. Case-studies are presented of noteworthy HEI's who have transformed themselves by using the government's efforts as catalysts to nurture I&E. At the end, we highlight the potential of HEI's in India to collectively contribute to helping India become Aatmanirbhar (self-reliant) in the post-Pandemic world.

This article gives a bird's-eye view of the effort taken by the Ministry of Human Resource Development, Government of India, in improving the quality of higher education through ICT. This is initially achieved through projects funded by the National Mission on Education through ICT, and subsequently, through other schemes. Nationally coordinated projects, such as NPTEL, SWAYAM, and Virtual Labs are briefly described. Equally successful, but less known, projects executed at IIT Bombay, such as Spoken Tutorial, FOSSEE, Affordable Laptops, and Train 10,000 Teachers, are explained in more detail. These initiatives have been well received in normal conditions, and especially during the COVID-19 pandemic. Some of the implementation difficulties owing to problems such as the size, lack of resources, etc., are also brought out.

The central and state governments of India have been pursuing several reforms in the higher education sector. In engineering education, the government has already embarked on several reforms within the current legislative framework. Given this dynamic momentum, the engineering education sector in India is expected to receive a significant boost over the next few years. It is therefore timely to take stock and review the position of the sector internationally. This study thus aims to provide the Ministry of Human Resource Development (MHRD), the All India Council for Technical Education (AICTE), and relevant stakeholders with key facts, reliable data, and the results of relevant international comparisons to establish a common ground and to help in measuring the performance of the current engineering education system in India. The government also recognizes the importance of lessons that may be learned from the other Brazil, the Russian Federation, India, and China (BRIC) countries, and these countries were therefore selected for the comparison. This report is organized as follows: section one gives introduction; section two briefly discusses the background of both general higher education and engineering education in India. Section three reviews earlier comparative studies on international engineering education. Section four describes the scope of the study. Section five explains the methodology of data collection and identifies the data sources. Section six outlines the analysis of the collected data and the findings. Section seven presents conclusions. The appendixes describe the engineering education systems of the various countries examined in the study, the related challenges and opportunities, and the future policy goals in each country.

This paper presents a web robot web-robot learning powered by Bluetooth communication system. The web-robot system is used as the virtual robot laboratory integrating a number of disciplines in engineering. This virtual laboratory is a valuable teaching tool for engineering education used at any time and from any location through Internet. The mobile robot was controlled with robot server named as control center. The server can be connected to mobile robot via Bluetooth adapter. The mobile robot system focuses on vision sensing. Real time image processing techniques are realized by the web robot system. This system can also realize monitoring, tele-controlling, parameter adjusting and reprogramming through Internet exclusively with a standard Web browser without the need of any additional software.

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.

Building a virtual laboratory for teaching and learning is a highly complex process, incorporating diverse areas such as interaction design, visualisation, and pedagogy. This article focuses on the production and implementation issues that were found in the comparison of two different virtual laboratory projects, and discuss which design considerations can be drawn from these observations. Two web-based virtual laboratories - the Gas Laboratory and the Virtual Colour Laboratory - were developed independently of each other within two different content areas. The laboratories share considerable overlaps in goals and production circumstances. Through a comparison of production and outcome, similar problems related to design, development and implementation were observed. The research uses a mixed method approach combining quantitative pre- and post-tests for assessments, qualitative surveys, and qualitative, ethnographic observations and interviews. By comparing the background material, five design challenges for developing virtual laboratories are identified: 1) how to balance ambitions with available resources; 2) how to balance intended levels of user interaction with exploratory freedom; 3) how to find appropriate levels of realism depending on target group; 4) how to choose between mimicking real world appearance and enhanced features; and 5) how to find the best learning situation for the virtual laboratory. To meet these challenges, the following design considerations are proposed: Guide the design work with a clear understanding of purpose and context; select appropriate technology to ensure efficient design and media usage; select level of realism considering purpose and end users; and provide learning guides before and after the virtual lab session.

Java-Based Framework for Remote Access to Laboratory Experiments

Electrical engineering concepts are better understood by practical sessions than by mere theory. Hence, laboratory sessions play a vital role in electrical field. As technology develops using the facilities offered by LabVIEW, this application was implemented to act as a provision for a wide range of change in parameters as compared to hardware laboratory. Virtual laboratory provides remote access to laboratories in various disciplines of science and engineering, and it would cater students at the undergraduate and postgraduate level as well as for research scholars. This paper explains implementing and analyzing virtual laboratory for three different laboratory sessions in electrical course that results in a better understanding of learning concepts in the due course. It includes virtual analysis of electrical circuits, electrical machines, and power system simulation laboratories. This paper also explains the real-time hardware implementation for the speed control of 3-phase induction motor using LabVIEW.

Virtual labs have emerged as transformative tools in modern education, offering immersive, interactive, and cost-effective learning experiences. By integrating virtual labs into teaching and learning, educators can bridge the gap between theoretical knowledge and practical application, particularly in science, technology, engineering, and mathematics (STEM) disciplines. These digital platforms simulate real-world experiments, enabling students to conduct complex procedures in a risk-free, controlled environment. Virtual lab integration enhances accessibility by overcoming geographical and resource-related constraints, ensuring equitable learning opportunities for diverse student populations. It also fosters personalized learning, allowing learners to progress at their own pace and revisit concepts as needed. Educators benefit from data analytics provided by virtual lab platforms, enabling them to tailor instructional strategies based on student performance. The integration of virtual labs into curricula promotes critical thinking, problem-solving skills, and technological literacy, aligning with the demands of the 21st-century workforce. Despite challenges such as initial setup costs and the need for digital infrastructure, the long-term benefits—ranging from increased student engagement to the ability to simulate real-world scenarios—underscore their significance in modern pedagogy. This abstract explores the potential of virtual labs to revolutionize education, paving the way for a more inclusive, engaging, and innovative learning environment.

The learning of technical and science disciplines requires experimental and practical training. Hands-on labs are the natural scenarios where practical skills can be developed but, thanks to Information and Communication Technologies (ICT), virtual and remote labs can provide a framework where Science, Technology, Engineering and Mathematics (STEM) disciplines can also be developed. One of these remote labs is the Virtual Instruments System in Reality (VISIR), specially designed to practice in the area of analog electronics. This paper aims at describing how this remote lab is being used in the Universidad Nacional de la Patagonia San Juan Bosco (UNPSJB - Argentina), in the framework of the VISIR+ (“This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein”.) project funded by the Erasmus+ Program, one institution without previous experiences with remote labs.

Active filter circuits are a crucial topic in electrical, electronics and signal processing education, but their complexity often poses significant challenges to traditional classroom teaching. Virtual labs provide an immersive and interactive learning experience without the need for costly equipment and materials, offering a solution to these challenges. In this research paper, the approach to designing and implementing a virtual laboratory of active filter circuits using JavaScript is presented. The lab includes a breadboard, function generator, multi-meter, and uses a simulation engine to calculate voltage and frequency values in circuits. The virtual lab was evaluated through user research with engineering and science students, and it was found to be highly effective in teaching active filter circuits. Virtual labs are an essential tool in engineering education, providing increased flexibility and reduced costs.

Digital signal processing (DSP) has been an integral part of most electrical, electronic, and computer engineering curricula. The applications of DSP in multimedia (audio, image, video) storage, transmission, and analysis are also widely taught at both the undergraduate and post-graduate levels, as digital multimedia can be encountered in most human daily activities. In this paper, a virtual lab on multimedia systems for telecommunications, medical, and remote sensing applications is presented; consisting of 20 graphical user interfaces, it can support teaching activities for various DSP concepts. The virtual lab developed was used as a teaching companion for a post-graduate course on multimedia content management, to enhancing student comprehension of the material taught; it has been made freely available for similar educational or research purposes.

Remote laboratories have been developed to support the studentsâ?? learning and to reduce equipment costs. More and more, laboratories play an important role in engineering teaching, since they allow the connection between theory and practice. Actually, there is the necessity to change strategies and methodologies of education. The remote laboratories enable the access to all students anytime, anywhere because they are available on the Internet. This paper presents the firsts developments of an innovative laboratory in the bioengineering area: RePhyS. RePhyS will be a remote laboratory for use in biomedical and physiological systems studies in graduate and postgraduate levels. The user will be allowed to interact with the system parameters, and to control some system variables. This new lab will enable to produce, visualize and analyze, in real-time, results of practical experiences in order to improve studentsâ?? activity of learning, and it will provide with an enriched computing environment for sharing results and collaborations.

This paper presents Automatic Control Engineering Laboratory (ACEL) - WebLab, an under-developed, internet-based remote laboratory for control engineering education at the Faculty of Electronic Engineering in Niš. Up to now, the remote laboratory integrates two physical systems (velocity servo system and magnetic levitation system) and enables some levels of measurement and control. To perform experiments in ACEL-WebLab, the "LabVIEW Run Time Engine"and a standard web browser are needed.

The persistent inadequacy of laboratory facilities in Nigerian teacher-training institutions continues to hinder effective science and vocational skill development, particularly in the acquisition of practical competencies required for 21st-century. This study examined the effectiveness of Virtual Simulated Laboratories (VSLs) as an alternative instructional approach for enhancing student engagement and practical skill acquisition at the Federal College of Education, Gidan-Madi. The study adopted a quasi-experimental pre-test–post-test control group design involving 80 NCE II science and vocational students assigned to an experimental group (n = 40) exposed to VSL-based instruction and a control group (n = 40) taught using conventional laboratory methods. Data were collected using the Practical Skills Assessment Checklist (PSAC), Structured Observation Guide, and Participant Reflection Protocol, with reliability coefficients of 0.84, 0.78, and 0.75 respectively. Data were analysed using descriptive statistics, independent samples t-test, and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The findings revealed that students exposed to VSL-based instruction demonstrated significantly higher engagement scores (M = 78.65, SD = 6.21) than those in the control group (M = 62.40, SD = 7.08), t(78) = 9.87, p < .001. Furthermore, practical skill acquisition improved significantly among students in the experimental group (mean gain = 42.2) compared to the control group (mean gain = 25.3), with ANCOVA results indicating a significant group effect, F(1, 77) = 48.62, p < .001. These results confirm that VSL-based instruction substantially enhances both student engagement and practical competencies in science and vocational education. The study concludes that Virtual Simulated Laboratories provide a cost-effective, scalable, and contextually relevant solution for improving practical teaching and learning in resource-constrained teacher-training institutions. However, effective implementation requires addressing infrastructural constraints and integrating VSLs within a blended instructional framework that combines virtual simulations with physical laboratory experiences. It is recommended that educational institutions and policymakers promote the integration of Virtual Simulated Laboratories into teacher education curricula, invest in digital infrastructure, and support continuous professional development for educators to ensure sustainable adoption.