A Pilot Study of the Effectiveness of Augmented Reality to Enhance the Use of Remote Labs in Electrical Engineering Education

Borrero, A. Mejías; Andújar, José Manuel

doi:10.1007/s10956-011-9345-9

Cited by 96 publications

(25 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students have also mentioned that they have visualized the front panel of the equipment in ARLE which reduces their effort while operating the real equipment. The AR set-up in the laboratory eased down the learning process and actively involved the students in the learning process which helped them in acquiring better laboratory skills [2,7,8,28]. From the experimental results, it was also found that there was no significant difference in the learning motivation of the two groups, the mean value of the experimental group and control group was 4.46 and 4.31, respectively, which suggests that both groups were equally motivated to learn about laboratory equipment.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students

Singh

Mantri

Sharma

et al. 2019

Comp Applic In Engineering

106

View full text Add to dashboard Cite

In engineering education, laboratory experience is powerful in building up the specialized aptitudes and skills of the engineering graduates by structuring and conducting practical experiments. In engineering laboratories, the student often deals with complex laboratory equipment to perform the experiment. Oscilloscope and function generator are frequently used electronic equipment in electronics engineering laboratories. Augmented reality (AR) technology has the capacity to provide a unique learning experience to the students which can ease down the difficulties faced by students while operating laboratory equipment. In this paper, an augmented reality learning environment (ARLE) is developed which could help the student in operating the laboratory equipment. The study aims to determine the impact of AR intervention on student laboratory skills, cognitive load, and learning motivation. The experiment was conducted amongst 60 first‐year undergraduate engineering students. The participants were randomly divided into two groups: Experimental group and Control group. The participants of the experimental group were given ARLE treatment while the participants from the control group were given traditional teaching treatment. The experimental results suggest that AR intervention has a significant positive impact on student laboratory skills. Also, ARLE is an effective tool in reducing the cognitive load of students while operating laboratory equipment. The student feedback indicates that the students of the experimental group operated the equipment without any fear of damaging the equipment as they were already familiarized with the equipment in ARLE. The results of this study recommend AR as an adequate technology for developing unique AR experiences for engineering education.

show abstract

Section: Discussionmentioning

confidence: 99%

Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students

Singh

Mantri

Sharma

et al. 2019

Comp Applic In Engineering

106

View full text Add to dashboard Cite

show abstract

“…According to Gravier et al, (2012) an innovative system has been developed to promote collaborative learning in engineering education, where users get notified of their actions in the platform and interaction with the others. Augmented Reality (AR) is another emerging technology in the field of education (Andújar et al, 2011;Mejías Borrero & Andújar Márquez, 2012). Though AR labs are not yet widely used, they would significantly contribute in the near future.…”

Section: Review Of Literature 31 Overviewmentioning

confidence: 99%

Remote Lab Activities in a Digital Age

Gunasekara,

Maddumapatabandi,

Gamage

2021

JEICOM

View full text Add to dashboard Cite

Laboratories and practical workshops are a crucial element in science, technology, engineering, and mathematics (STEM) subject streams in higher education, where the COVID-19 pandemic has created an unprecedented challenge in conducting such activities face-to-face. Many universities in the western world are now experimenting with various platforms to conduct laboratory activities remotely, in conjunction with online delivery of teaching. It demands significant adjustment to traditional face-to-face laboratory activities, where this paper investigates the practices universities currently adapted and potential future technologies available for remote delivery of laboratories. This paper also identifies the areas for enhancement of students' remote laboratory experience, and a survey was also conducted to identify students' perception of laboratory activities during online and hybrid delivery of teaching. The research study explored current practices of remote lab delivery and also provide an insight into the future potentials of remote lab activities in a digital age.

show abstract

“…A single practical session was filmed in this manner, containing enough footage to create three practical videos, however the editing time and extra time/staff required to set up this extra feature meant that it was ultimately decided to wait until future classes to film in this manner. The basic premise of the practical session was to have all content (FACET board, electrical monitoring equipment, screen and practical demonstrator) set up in such a way as to allow the camera to have full view of the entire practical session, allowing the user to either wear a VR headset and look around in the virtual world created from the video content, or use a traditional screen with the assistance of a mouse to drag the perspective, or even using augmented reality tools to assist student immersion (Borrero and Márquez 2012). This aims to increase immersion by creating a virtual environment, with research in this area ongoing (Callaghan, McCusker et al 2013).…”

Section: Future Work/improvementsmentioning

confidence: 99%

Digital Laboratory Experiences: Creating Videos for Undergraduate Engineering Practical Sessions

Lyons¹,

Joordens²

2017

KEG

View full text Add to dashboard Cite

This paper will go over the method used to record and present practical sessions to students studying undergraduate engineering as 'digital laboratory experiences'. The aim of the practical sessions was to give students exposure to simple electrical engineering concepts to supplement their project based learning in a two credit point unit.Outlined are the goals the practical sessions, the process of capturing footage and editing a video file for the students; and finally a discussion on student attendance to in person practical sessions once the videos were made available. After this, future work to be completed is discussed, mentioning possible improvements that could be made.

show abstract

A Pilot Study of the Effectiveness of Augmented Reality to Enhance the Use of Remote Labs in Electrical Engineering Education

Cited by 96 publications

References 7 publications

Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students

Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students

Remote Lab Activities in a Digital Age

Digital Laboratory Experiences: Creating Videos for Undergraduate Engineering Practical Sessions

Contact Info

Product

Resources

About