Enhancing Interactive Learning in Engineering Classes by Implementing Virtual Laboratories

Abstract

This work-in-progress paper describes the incorporation of two virtual laboratory modules as an interactive teaching strategy that enhances both remote and in-person learning. Teaching engineering classes online during the pandemic has shown us the values of in-person interaction and the versatility of information that can be conveyed in physical classrooms. Many types of teaching strategies, such as physical demonstrations and in-class activities, are more accessible in-person compared to virtual sessions. To address this issue, we introduce two virtual lab modules with (a) pre-recorded and (b) real-time models that provide platforms for virtual mechanical tensile testing and a remote photon quantum entanglement experiment, respectively. The first virtual lab platform was built from a host of recorded mechanical tests on several engineering materials samples. After choosing the experiment/material, students can simultaneously view the data acquisition and the video of the test in detail. The numerical raw data set for each specimen is accessible after completion of each experiment in form of a spreadsheet. The introduction of the virtual lab has allowed us to add interactive elements to solid mechanics and machine design classes. For the second virtual laboratory module, we present a real time lab platform, where the participating students can perform experiments and collect data in real time by accessing the lab setup remotely. The general concept of the real time virtual lab is based on a human-in-the-loop control system that allows a user to operate an actuator remotely. To feature this real-time approach to virtual laboratory, we selected photon quantum entanglement experiments as part of mechatronics class. The early results, drawn from the students' feedback, demonstrate the promising outcomes of the virtual lab platforms for students learning and instructor-student interaction. Participating students expressed high level of connection to the classes and conceptual grasp of the course topics. The results of this report point to new pedagogical approaches to enhance learner-instructor connectivity and experiential learning in the post-pandemic engineering education.