Remote Laboratory Environment Research Articles

Active and Authentic Learning in Remote Laboratory: Means of Improving Prospective Physics Teachers’ Multiple Representation Ability

Remote laboratories are a new domain that allows students and teachers to conduct experiments in hands-on exploration remotely. We studied how constructing an active and authentic learning in a remote laboratory affects prospective physics teachers' multiple representation ability. The research method used is based on the development procedures of the ADDIE research and development model. We have designed and validated a learning design with a remote laboratory environment with 2 physics experiment apparatuses, active and authentic learning stages, multi-representation ability assessment, and remote laboratory application evaluation tools. This study implemented design-based research with a one-group pre-test and post-test design. The research was conducted on 28 prospective physics teacher students. In terms of effectiveness, this learning design was able to improve significantly [t (28) = 7.480, p.05] in verbal, visual, and mathematics representation ability. Therefore, it can be used by lecturers and those in other science fields to improve the quality of learning and developing prospective physics teachers’ multiple representation Skills.

Exploring the efficacy of collaborative learning in a remote robotics laboratory: a comparative analysis of performance and pedagogical approaches

In today's world, remote-controlled robots are widely used across various industries due to their ability to enhance working efficiency in various applications. Learning about robot operation and human–computer interaction has emerged as a popular topic in recent times. Indeed, learning robotics can be challenging for many students as it requires knowledge of programming, control systems, electronics, etc. Collaborative learning in a physical robotics setting is common in higher education and has received significant attention for its potential to enhance individual learning outcomes. However, the effectiveness of learning robotics in a remote setting is still a matter of debate. In this study, we establish a remote laboratory environment to teach undergraduate students in the engineering discipline. Students are required to utilize a robotic arm to grasp designated objects collaboratively among students through synchronous interactions online. To compare students’ performance under different pedagogical teaching approaches, students are divided into two groups. They each perform the task individually and collaboratively, albeit in a different order. Our study adopts a quantitative method to measure students' learning outcomes based on the assessment of performing the laboratory tasks and completion time. The results indicate a noteworthy improvement in the individual performance of the group of students who engage in collaborative work prior to the individual tasks. These findings have implications for other remote laboratory setups and highlight the effectiveness of collaborative learning in higher education.

A Review of Anomaly Detection Strategies to Detect Threats to Cyber-Physical Systems

Cyber-Physical Systems (CPS) are integrated systems that combine software and physical components. CPS has experienced rapid growth over the past decade in fields as disparate as telemedicine, smart manufacturing, autonomous vehicles, the Internet of Things, industrial control systems, smart power grids, remote laboratory environments, and many more. With the widespread integration of Cyber-Physical Systems (CPS) in various aspects of contemporary society, the frequency of malicious assaults carried out by adversaries has experienced a substantial surge in recent times. Incidents targeting vital civilian infrastructure, such as electrical power grids and oil pipelines, have become alarmingly common due to the expanded connectivity to the public internet, which significantly expands the vulnerability of CPS. This article presents a comprehensive review of existing literature that examines the latest advancements in anomaly detection techniques for identifying security threats in Cyber-Physical Systems. The primary emphasis is placed on addressing life safety concerns within industrial control networks (ICS). A total of 296 papers are reviewed, with common themes and research gaps identified. This paper makes a novel contribution by identifying the key challenges that remain in the field, which include resource constraints, a lack of standardized communication protocols, extreme heterogeneity that hampers industry consensus, and different information security priorities between Operational Technology (OT) and Information Technology (IT) networks. Potential solutions and/or opportunities for further research are identified to address these selected challenges.

Visual localization and servoing for drone use in indoor remote laboratory environment

In this paper, we present a localization system for the use of drone in a remote laboratory. The objective is to allow a drone to inspect remote electronic instruments autonomously, as well as to return to its base and land on a platform for the recharge of its batteries. In addition, the drone should be able to detect the presence of a teacher in the laboratory and to center the human face in the image in order to enable remote student–teacher communication. To achieve the first objective, the localization approach is composed of a monocular simultaneous localization and mapping algorithm, parallel tracking and mapping and an estimation based on the homography transform. For the face-drone servoing, the approach is based on the 3D Candide model. Both approaches work in real time. Quantitative and qualitative experiments are presented that show the robustness of both methods.

Design and Implementation of Web-Based Virtual Mobile Robot Laboratory for Engineering Education

A web-based virtual and remote laboratory environment is developed, realized and proposed for real time control and monitoring of a mobile robot in an indoor environment. In this laboratory, a real time and continuous video stream of indoor laboratory environment is viewed by wireless IP camera mounted to the ceiling. The localization of the robot is also implemented using this IP camera. In this environment, a virtual target and virtual obstacles are located anywhere on the video image taken by the user. The robot is guaranteed to arrive at the virtual target avoiding virtual obstacles using the shortest path. The video stream of the robot’s navigation is monitored through the web environment. The robot is controlled by a BeagleBoard-xM single board computer. The PC web server symmetrically communicates with the other web server on the BeagleBoard-xM, executing developed application software. Since genetic algorithms generate alternative solutions, it is utilized as a path planning algorithm. Parameters such as population size and maximum generation of genetic algorithms applied to get the shortest path for the robot are tuned via the web-based virtual laboratory environment. The robot is also controlled manually through the web environment. At the conclusion of the experiments, the results are monitored on the web-based virtual laboratory environment. A low-cost mobile robot virtual remote laboratory is designed and implemented for engineering education in this paper. Consequently, survey and some experimental works, of the usability and performance of the RRC-Lab (remote robot control-laboratory) system are confirmed by students.

A remote laboratory for Maintenance 4.0 training and education

The paper suggests a remote condition monitoring and maintenance laboratory environment based on the Industry 4.0 concept. The architecture provides a remote connection with distance students and a test rig, which permits them to be able to perform condition monitoring, diagnostic, prognostics, etc. on the equipment. The ICT architecture follows standards, such as the MIMOSA CRIS and the OSA-CBM. The remote laboratory environment supports lifelong learning as well as relevant training for the modern engineer and highlights the specific requirements of a maintenance engineer. As an example, the objectives and expected learning outcomes for a course in Maintenance 4.0 fundamentals are displayed. The expected results are, among others, increased maintenance competences in the industry, and the improvements of the different maintenance services following a predictive, condition-based maintenance strategy.

Awareness and reflection in virtual and remote laboratories: the case of computer education

Virtual and remote laboratories are of most importance when students have to acquire professional skills and competencies. Also, educational sciences establish reflection as a central concern for learners' engagement in deep learning. As research showed that self- and social awareness promote reflection, the present research investigates how the design of awareness tools could leverage reflective thinking and peer support during a practical activity. We designed a set of tools including social comparison, reflection-on- and -in-action tools. They have been integrated into the Lab4CE system, our remote laboratory environment for computer education. An experimentation showed that awareness and reflection tools had small but positive impact on students' perception of learning and that learners significantly used these tools and highly rated the system. These results suggest additional studies to investigate tools are able to increase students' perception of reflection, interactivity and peer support and to understand how technology can enhance reflection.

Using an Online Remote Laboratory for Electrical Experiments in Upper Secondary Education

The use of remote laboratories in courses at university level has been reported in literature numerous times since the mid 90â??s. In this article focus is on activities carried out by teachers and students, at the Upper Secondary School Level, using the remote laboratory VISIR (Virtual Instrument Systems in Reality). The Upper Secondary School, Katedralskolan in Lund, Sweden, cooperate with Blekinge Institute of Technology, Sweden, in a project that concerns the introduction of remote laboratory environment suitable for Upper Secondary School science courses. A remote laboratory in electronics has been introduced and is used as a complement to the traditional workbench in the hands-on laboratory. Significant results from the project are; 1) the great interest shown by the students for the remote experiments, 2) the students appreciation for the fact that it was not simulations but actual real experiments, 3) the remote laboratory is easy to implement for use by both teachers and students and 4) it can be used simultaneously by many students.

A Remote Laboratory Environment for Manipulative Therapy Learning

The aim of this paper is to present a remote learning laboratory for physiotherapists. The implementation of such laboratory uses standard PCs, the popular software package Matlab, gloves with sensors and a camera. This system allows the students to do practical experiences at a long distance. They use a glove that measure the force applied by the physiotherapist on the patient. These signals are acquired by the computer student and send it to the school server. Then the teachers can analyze the force applied by the student on the patient. The student must also use a camera that allows to the teacher see the student movements.

M-Learning, Mobile Experimentation and Telepresence with Cell Phones and PDAs

Mobile devices such as notebooks and PDAs are very interesting tools for web-based teaching and distant teaching today. We have adapted Web-based remote laboratory environments to mobile devices like PDAs and smartphones to remotely control a Pioneer 3 AT mobile robot.

A Web-Based Remote Interactive Laboratory for Internetworking Education

A Web-based remote interactive laboratory (RIL) developed to deliver Internetworking laboratory experience to geographically remote graduate students is presented in this paper. The onsite Internetworking program employs hands-on laboratories in a group setting that correlates with the constructivist and collaborative pedagogical approach. This paper discusses the pedagogical and technical considerations that influence the design and implementation of the remote laboratory environment given the constraints of the special hardware and learning outcomes of the program. For wide-ranging usability, the remote Internetworking (INWK) laboratory uses de facto networking standards and commercial and broad-band Internet connectivity to ensure real-time secure interaction with equipment. A four-tier role architecture consisting of faculty, local facilitators, remote facilitators, and students has been determined appropriate to maintain academic integrity and ensure good quality of interaction with the remote laboratory. A survey employing a five-point scale has been devised to measure the usability of the remote access INWK laboratory.