Virtual Laboratory Research Articles

Remote Laboratory Based on the Internet of Things for E-Learning: A Development Model of Newton’s Law Experiment

Remote laboratory is a development of digital technology to support the quality of learning in this digital era. However, scientific processes often cannot be accommodated in digital spaces such as e-learning. This research highlights a remote laboratory system that can accommodate scientific process improvement in e-learning. The research objective is to develop and determine the performance of the remote laboratory system of Newton’s Law experiment based on IoT for e-learning as an experiment development model. Research methods can be classified into design and development, abbreviated as DDR. The remote laboratory system is designed and developed in six phases. This system is developed by five main components, namely, a photodiode sensor, MCU nodes, motor drivers, stepper motor, and ESP 32 CAM. The results indicate that the remote laboratory system of Newton's law experiment has demonstrated positive performance, and the accuracy and precision of measurement from the remote laboratory system are classified as high. Accordingly, the remote laboratory system of Newton's law experiment can be used as an alternative to support scientific processes in e-learning. It is expected to serve as a guide for virtual laboratory design, enlightening the audience on the potential of this system. It is used extensively for experimental teaching in modern physics education. The success in designing and developing an experimental model of Newton's law by implementing a remote laboratory based on IoT provides a good opportunity to develop various more sophisticated physics experimental systems to support the science process and e-learning.

Effectiveness of using digital interactive projection media systems in teaching vocational subjects and in professional activities

The article shows the technology's effectiveness and reveals the students' readiness to use digital interactive projection media systems in educational and professional activities. The content of the interactive education process and its components are disclosed. The essence and significance of digital interactive projection media systems in teaching professional subjects are shown. As an example of digital interactive projection systems, an effective interactive software-technological complex based on SMART Board is shown, the interactive functions of the interactive SMART Board software created specifically for the educational space in teaching vocational subjects and the advantages of the interactive panel in the educational space of a higher school are revealed. Ways of developing the teacher's professional competencies when using an interactive panel or blackboard in classes at a higher school are analyzed. The effectiveness of electronic textbooks, manuals electronic educational and methodological complexes, informative and reference multimedia publications, game educational and developmental publications, scientific research STEM centers, multimedia classes, virtual laboratories, virtual classes, etc. in teaching vocational subjects is shown.

Deploying an IoT-based remote physics lab platform to enhance experimental physics education in remote regions

Abstract For several years, the educational gap in certain Latin American countries and around the world has become increasingly evident. The limited access to cutting-edge knowledge and technologies to strengthen student training processes has emerged as a significant problem, leading to increased inequality in job opportunities in these regions and progressive setbacks in social and economic development. One way to mitigate this problem has been to provide access to information through telecommunications. However, integration with educational processes has been deficient, especially in the areas of science, technology, engineering, and mathematics. This work proposes the development of a remote physics laboratory platform for experimental validation of models explaining certain physical phenomena. This platform is based on the Internet of Things (IoT) paradigm, allowing students and teachers to connect with these experiences coveringtopics in mechanics, electricity and magnetism, optics, and thermodynamics from remote regions. These laboratories utilize physical setups in educational institutions that have been modified to provide connectivity and remote control capabilities based on IoT. Finally, a framework for implementing new remote laboratories based on the IoT paradigm through an open-source platform is presented. The system has been tested and validated with high school and early university students to verify its usefulness, showing the potential to enhance educational processes by providing laboratory access to students and teachers from primary education to secondary education and university-level professional programs.

Fusion mixed reality: a novel approach to merge the physical and virtual cath lab.

Fusion mixed reality: a novel approach to merge the physical and virtual cath lab.

A STUDY OF POPULAR ONLINE EDUCATIONAL PORTALS (WEB APPS) IN INDIA

This research paper investigates the landscape of popular online educational portals in India, examining their features, user engagement, and impact on learning outcomes. As the demand for digital education surges, especially post-pandemic, platforms like BYJUS and Unacademy have emerged as significant players. The study employs a study of secondary data from the selected portals. Key metrics analysed include user accessibility, content variety, pedagogical effectiveness, and user satisfaction. Findings reveal a diverse range of educational resources tailored to different learning needs, highlighting the effectiveness of interactive tools and personalized learning paths. A Modern-Day Approach: The NEP 2020 has a special focus on online education. Universities and institutions like NITs and IGNOU will be conducting pilot research studies to maximize the benefits of digital learning in India. Online tools and platforms like DIKSHA and SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) will be upgraded with new insight into training content, in-class resources, assessment aids, profiles, etc. that will allow seamless interaction. It also focuses on the creation of public digital and interoperable infrastructure that can be utilised by multiple platforms. NEP 2020 emphasizes the creation of virtual labs wherein students can practice their theoretical knowledge and make course content available in different languages. The newly renamed Ministry of Education proposes to set up a dedicated unit for the promotion of digital learning. The dedicated unit will comprise experts from the field of education, educational technology, administration, and e-governance who will focus on the online learning needs of both the school and higher education. More emphasis will be given to online assessment and examinations. The present age is driven by digital technology and the whole globe comes under the influence of the Internet and the World Wide Web. The internet equipped both the education seeker as well as the education provider and laid them together under the virtual roof. Due to this, the concept of virtual classrooms is already popularized across the globe. Therefore, in the modern era, the role of online technology in providing education is vital and with its flexible nature online educational technology has gained popularity. The online education is now more accessible to the less privileged groups in comparison to the centralized classroom education system.

ПРИМЕНЕНИЕ ТЕХНОЛОГИИ КОМАНДНОГО МЕТОДА ОБУЧЕНИЯ В ПРЕПОДАВАНИИ ФИЗИКИ В ШКОЛЕ

The article examines the technology of team learning used in teaching physics at school, as well as its application in pedagogical practice. It was noted that the growth of information flow and the development of technologies in modern society make it possible to integrate new teaching methods into the field of education. Attention was also drawn to the fact that the technology of team learning is based on a methodology that assumes that students search for information on their own. The article presents the technology of the team learning method and its stages, forms of student assessment and examples of the application of the group learning method in physics lessons, including working in groups on projects, conducting virtual laboratory work. Topics were discussed and samples of projects for 9th grade students in physics were presented. The advantages of the methodology were considered, such as increasing student independence, increasing interest in the subject and the difficulties faced by teachers associated with the introduction of team learning technology into the educational process.

Assessing the Effectiveness of Virtual Laboratory Tutorials in the Preparation of Students’ Performance of Immunoassays

Assessing the Effectiveness of Virtual Laboratory Tutorials in the Preparation of Students’ Performance of Immunoassays

A Virtual Reality Gearbox Experiment Platform Based on Hand Tracking and Natural Language Processing

In manufacturing engineering education, the gearbox is an essential mechanical component and a fundamental skill students must master. Recent data suggests that insufficient understanding of its load capacity and exceeding operational limits can damage internal components, potentially leading to severe consequences like fires. In order to address the challenges faced by physical laboratories and existing traditional virtual labs in the new engineering disciplines, including the lack of insufficient experimental safety, operational real-ism, insufficient personalized learning support, and the difficulty in creating immersive learning environments, we introduce a Virtual Reality Gearbox Experiment Platform Based on Hand Tracking and Natural Language Processing (VRGEPHTNLP). This platform aims to enhance the realism of detailed interactions, provide personalized learning experiences, and create immersive environments, thereby improving students' learning efficiency and practical skills. In order to enhance the teaching of gearboxes, we have developed the VRGEPHTNLP by integrating hand-tracking technology, the GPT3.5 large language model (GPT3.5 LLM), and Azure technology. This application allows for comprehensive observation and assembly-disassembly teaching functionalities of parts. We offer an interaction experience rich in detail and environmental immersion, alongside personalized feed-back and guidance in response to student inquiries. Compared to traditional computer-based virtual labs and conventional VR laboratories, our VRGEP-HTNLP exhibits significant advantages in improving user interaction realism, enhancing personalized learning support, and optimizing the immersion of the learning environment.

Didactic possibilities of scientific and educational LabXchange online platforms for genetics learning in the pedagogical ZVO

Aim. Highlight the possibilities of the scientific and educational platform LabXchange for distance learning of genetics for students of higher education in the specialties 014 Secondary Education (Biology and Human Health) and 091 Biology. Methods. Content analysis, survey, generalization. Results. LabXchange, an online educational platform created by scientists, provides users with free access to high-quality scientific education through a variety of online tools. LabXchange's Comprehensive General Genetics Curriculum for Higher Education Students includes content types that transform standard science material into engaging interactive visualizations that promote better understanding of complex concepts, provide the opportunity to conduct genetic experiments in virtual laboratories with state-of-the-art equipment, help personalize the learning process, making it interesting and accessible opens up new opportunities for developing critical thinking skills, creativity and independence. Conclusions. The LabXchange online scientific and educational platform is an innovative resource for the study of genetics for students of higher education, as it performs important didactic functions. The experience of its use by students of a pedagogical university is useful for the formation of their professional competences.

Applying problem-based learning to entrepreneurship education and innovation through an online laboratory

Applying problem-based learning to entrepreneurship education and innovation through an online laboratory

Virtual Social Labs – Requirements and Challenges for Effective Team Collaboration

In response to the challenges posed by the complex field of food safety, the FOODSAFETY4EU project established four social labs conducting multi-actor co-creation processes. These labs served as platforms for developing and piloting innovative ideas aimed at addressing these challenges. Due to COVID-19 pandemic, the lab process, typically held in-person, had to be converted to the virtual space. This means that all workshops, meetings, and collaboration processes and pilot activities solely took place online. This resulted in the novel situation of teams collaborating virtually throughout the entire social lab processes. Virtual collaborations were already on the rise before the pandemic, evidenced by an increase in virtual meetings and workshops. This study examines the requirements and challenges for effective team collaboration in virtual social lab processes. It investigates virtual collaboration, team dynamics, and the use of online tools. Findings reveal advantages such as increased participation, but also drawbacks including technical issues and role accountability. Despite challenges, all four virtual social labs finally succeeded in engaging diverse stakeholders and achieving significant outcomes addressing food safety challenges.

The Impact of an Educational Kit Based on a Virtual Laboratory in Chemistry for First-Year Middle School Students and Their Astute Thinking

The present study investigates the influence of a virtual laboratory-based learning kit on the development of clever thinking skills among middle school students engaged in chemistry education. This research responds to the increasing demand for effective and engaging pedagogical approaches within the realm of science education. The study formulates a null hypothesis asserting that there is no statistically significant difference, at the 0.05 significance level, between the average scores of students in the experimental group utilizing the virtual laboratory-based learning kit and those in the control group receiving instruction through traditional methods. An experimental design with partial control was employed, featuring an experimental group comprising 34 students and a control group consisting of 32 students from Qadisiyah Middle School for Boys. Participants were randomly selected to create an unbiased sample of 66 students. The groups were equated based on key variables, such as age, grade 6 grade point average (GPA), and prior knowledge of the subject matter. To facilitate effective learning, twenty-four daily teaching plans were meticulously constructed: the experimental group’s plans were aligned with the virtual laboratory-based educational kit, while the control group adhered to conventional instructional techniques. Subsequent statistical analysis was performed using SPSS to assess the outcomes of the two independent samples with unequal sizes. The findings revealed a significant enhancement in clever thinking skills among students in the experimental group who engaged with the virtual laboratory-based educational kit, in comparison to their counterparts in the control group. In conclusion, the results of this study indicate notable advantages associated with the incorporation of a virtual laboratory-based educational kit into chemistry instruction to foster the development of clever thinking skills among students. This research advocates for the integration of virtual laboratories into pedagogical practices and encourages further investigation across various educational levels and subjects to ascertain their broader implications for learning outcomes.

Ex-RL: Experience-based reinforcement learning

Reinforcement learning (RL) has achieved significant success across various tasks. However, generalizing RL for similar tasks remains a challenge. This study leverages expertise from related tasks to introduce a novel algorithm, Ex-RL, for executing transfer learning in tabular RL. The methodology concentrates on abstracting previous experiences into descriptive data and utilizing such data for similar tasks. The research focuses on classic RL solutions for balancing and anti-balancing, which improve the sample efficiency of the learning process. Studies indicate that weak learners, such as Q-learning, require fewer learning episodes, resulting in a 50% improvement and a higher success rate in the learning process. An online virtual lab was developed to facilitate the execution of the experiments. The code is available at Github.

Factors that promote cooperation, learning, and engagement with geoscience concepts when playing educational board games in an entry-level college paleontology lab

Interactive games can invigorate undergraduate curricula, promote collaboration, and engage students, but few studies evaluate which conditions facilitate learning and collaboration during game-based geoscience activities. This study examines educational gains, cooperative learning elements, and enjoyment during two educational board games, “Taphonomy: Dead and Fossilized” and “Reef Survivor,” deployed in two-hour geoscience labs (n = 136 students). Varying conditions (in-person versus online labs, team versus solo play, and an introduction to counter stereotype threat versus a neutral introduction) were assessed to understand effects of playing in teams, use of priming conditions, and class modality. We used pre- and post-lab low-stakes assessments to test knowledge, student perception surveys following gameplay (both described in Martindale et al., 2024; Martindale & Weiss, 2020), and the Kern et al. (2007) cooperative learning observation protocol during lab to document and quantify student behaviors. Although gameplay conditions did not result in significantly different learning gains (no significant differences between student demographic groups), team play was typically related to cooperative learning advantages, including strategizing, group processing, and positive interdependence. Overall, individual accountability was high, and conflict was low no matter the conditions, but cooperative learning was less common during online labs than in-person. Working together may support connections to the material and other students, as well as encourage engaged learning; moreover, students preferred playing in teams. Therefore, when using games or game-based learning, we recommend playing in-person with teams; together, these conditions can support student engagement and cooperative learning during gameplay.

РАЗРАБОТКА ВИРТУАЛЬНОЙ ЛАБОРАТОРИИ «ОСНОВЫ АЛГОРИТМИЗАЦИИ И ПРОГРАММИРОВАНИЯ»

The article discusses the experience of developing a virtual laboratory for algorithmization and programming based on the resources of a higher educational institution. This interactive platform provides convenient interaction between students and teachers, helps to improve the programming skills of its users and allows teachers to effectively manage the learning process within the framework of the courses they have created. The relevance of this work is due to the need to use auxiliary tools in the educational process in full-time or distance learning. The main stages of the program development are described, in particular, a comparative analysis of existing solutions is performed, the roles of users and their tasks are considered, and the main functional characteristics of the developed application are listed. The general algorithm of the application functioning is described.

DESIGN OF A DEFERRED LABORATORY IN RADIOACTIVITY

This article describes the design of a Remote Laboratory (LR) for nuclear measurements. The use of LR is presented as an opportunity since it allows the process of manipulation and characterization of irradiated samples, as is common in experimentation, to be replicated more times than in a Traditional Laboratory (LT). The rapid technological development in the demanding and changing work environment and the difficult access or availability on the part of students to the infrastructure necessary to carry out specific practices, among other reasons, make it necessary to incorporate these new tools to facilitate the learning of the technology. The research and development presented here are being carried out in the RA-4 experimental reactor of the Institute of Nuclear Studies and Ionizing Radiations (IENRI) of Argentina, which will allow us to carry out student practices at any time, without having to the three people with the corresponding authorizations for handling the irradiated samples must be present: the reactor manager, an operator, and a radioprotection officer. Considering also that the sources to irradiate are scarce and the instrumentation is expensive. Keywords: Remote Laboratory, Radioactivity.

Development of Virtual Geography Laboratory to Improve Cognitive Learning Outcomes and Spatial Capabilities Social Sciences Education

This project aims to develop a website that functions as a virtual laboratory for studying geography topics that is suitable for use, as well as testing its effectiveness on cognitive learning outcomes and spatial abilities. The research uses the Borg and Gall development model, which is then summarized and divided into three main activities: introduction, development, and testing. Subject selection was based on the cluster random sampling technique. The subjects consisted of Class Learning outcome data was collected using questionnaires, interviews, pretests and posttest, analyzed using descriptive statistical tests and Mancova inferential statistics. Research Results: 1) the development of a geographic virtual laboratory is suitable for use according to material experts and received the "very good" category, while according to media experts it received the "good" category; 2) students gave a strong response to the implementation of the virtual geography laboratory; 3) there is a significant difference between initial abilities and cognitive learning outcomes and spatial abilities; and 4) there are no significant differences between two schools that implement virtual geography laboratories with cognitive learning outcomes and spatial abilities.

Virtual Laboratories in STEM

Virtual laboratory utilization has been trending in STEM undergraduate curricula for over twenty years. A virtual laboratory is an interactive computer simulation that mimics real-world laboratory experiences in silico. Virtual labs are cost-effective pedagogical options for academic institutions that lack adequate funding for physical infrastructure and instrumentation. Virtual labs are an excellent proxy for lab activities threatening individual safety and public health. Further, during the COVID-19 pandemic, virtual labs were the primary pedagogical strategy for laboratory instruction. STEM faculty have developed numerous techniques for incorporating virtual labs into classroom and laboratory activities. New technology like artificial intelligence will expand virtual lab usability and effectiveness. Educational research demonstrates positive student outcomes and other benefits from virtual lab engagement. Continued effective mixed-methods research and production of essential virtual lab-based evaluation materials, such as discipline-specific rubrics, are needed to advance the application of this vital technology further. Moreover, from a software development perspective, many more virtual laboratories are needed in technology, engineering, mathematics, and specialized scientific fields.

Industry 4.0 Ready: Transforming STEM Laboratory Courses – Continuous Distillation as Example

AbstractLaboratory courses are key to science, technology, engineering, and mathematics (STEM) programs in higher education, but often lack the flexibility for distance learning and inclusiveness for all students. To address these challenges, TU Bergakademie Freiberg introduced remote laboratories not only for international degree programs and the “Disti4Study” application, which provides interactive visualization of industrial thermal separation processes. This paper focuses on the development and didactic challenges associated with the “Continuous Distillation Laboratory”. It illustrates how rethinking the technical and didactic frameworks of traditional laboratories can align with new learning objectives, such as those related to Industry 4.0, including the Internet of Things and data management.

Digitization of the Virtual Reality Laboratory Through Photogrammetry Tools (SfM)

The present paper focuses on generating a digital laboratory model at the department by applying the structure from motion technique. The generated digital model is then utilized to create simulation models for application in virtual and augmented reality environments. Nine different approaches to photogrammetric imaging in the laboratory were tested in the experiment. These approaches involved variations in the number of photographs and scanning positions. The results of the experiment were divided into three categories: unsuitable, which required significant modification; incomplete, which required further modification; and suitable, which was directly usable. Some images were unusable due to the similarity of objects in the scene. Experiments showed that some parts of the laboratory were more appropriate to image separately. It was also found that dark and shiny surfaces of objects presented a problem for the computation of the models. Therefore, it was necessary to use markers or colours to eliminate this problem.