The Remote Access to Laboratories: a Fully Open Integrated System

Herrera, María Reyes Sánchez; Mejías, Andrés; Márquez, María del Carmen Bellido; Andújar, José Manuel

doi:10.1016/j.ifacol.2019.08.135

Cited by 8 publications

(10 citation statements)

References 18 publications

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“…IoT 1 [2] Machine Learning (Capsule networks) 1 [47] Python3 2 [54], [77] Java 1 [75] No mention 14 [41], [46], [49], [53], [56], [57], [58], [60], [61], [63], [65], [69], [71], [80]…”

Section: ) Discussionmentioning

confidence: 99%

“…The authors in [74] developed a marker-based application so students can understand Fleming's rule in electromagnetism. AR technology was used in [75] and [80] to perform "telepresence" remote electric machines and photovoltaic experiments using equipment in a physical laboratory. In [6] a tabletop marker-based application was developed for students to understand stability analysis of linear control systems through the pole-zero plot (see Figure 9).…”

Section: ) Ar Technology In Electrical Engineering Streamsmentioning

confidence: 99%

“…In-house development software is the usage of programming languages to create an application. Examples are Python3 [54] [77], OpenCV [77], JavaScript [75] [105], and PHP [110].…”

Section: ) 3d Modeling Softwarementioning

confidence: 99%

“…Reference [90] compared the Oculus Rift CV1 and HTC Vive. [2], [37], [39], [40]- [42], [44], [47]- [51], [53]- [57], [59], [60], [63], [65]- [67], [69], [70], [72], [73], [76], [79] Tablet 4 [38], [50], [52], [78] Hardware Tools (microcontrollers, wires, robots) 7 [41], [43], [45], [48], [51], [64], [75] Tabletop 3 [6], [58], [64] Head Mounted Displays (Hololens and AR glasses) 3 [43], [62], [63] Other (Laptop and a camera) 1 [77] Not mentioned 6 [46], [49], [61], [68], [71], [74]…”

Section: Research Question 3): How Are Ar/vr Applications Evaluated I...mentioning

confidence: 99%

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Applications of Augmented and Virtual Reality in Electrical Engineering Education: A Review

Asham,

Bakr,

Emadi

2023

IEEE Access

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Augmented Reality and Virtual Reality are one of the key advances in technology in the last decade. Their usage is rapidly increasing across various contexts. The COVID-19 pandemic and the pressing need for remote learning tools that imitate as close as possible real training environments motivated more research and investigation of AR/VR tools. We present in this work a review of the applications of Augmented Reality (AR) and Virtual Reality (VR) in electrical engineering education. We apply a methodological review of all available publications in this area and classify them according to the application. We ask key research questions regarding these publications. We present recommendations for researchers and educators who want to apply these promising technologies.

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“…IoT 1 [2] Machine Learning (Capsule networks) 1 [47] Python3 2 [54], [77] Java 1 [75] No mention 14 [41], [46], [49], [53], [56], [57], [58], [60], [61], [63], [65], [69], [71], [80]…”

Section: ) Discussionmentioning

confidence: 99%

Section: ) Ar Technology In Electrical Engineering Streamsmentioning

confidence: 99%

“…In-house development software is the usage of programming languages to create an application. Examples are Python3 [54] [77], OpenCV [77], JavaScript [75] [105], and PHP [110].…”

Section: ) 3d Modeling Softwarementioning

confidence: 99%

Section: Research Question 3): How Are Ar/vr Applications Evaluated I...mentioning

confidence: 99%

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Applications of Augmented and Virtual Reality in Electrical Engineering Education: A Review

Asham,

Bakr,

Emadi

2023

IEEE Access

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“…Due to universities' Covid-19 guidelines and standards of operation, many laboratories have migrated wholly or partially to online platforms (Grodotzki et al, 2018;Sanchez-Herrera et al, 2019;Torre, 2019b), doing away with the hands-on portion of classroom learning. Recent research (e.g., Loro et al, 2018;Bose, 2013;Ngoyi, 2013;Ray et al, 2012) shows that several institutions have even established their own remote and virtual laboratories to support lifelong learning and students' autonomous learning activities in various engineering disciplines, including electronics and microelectronics, electrical drives and power electronics (Viegas et al, 2018;Wang et al, 2018), manufacturing (Grodotzki et al, 2018), biology (Lunsford et al, 2013) and biotechnology (Barak & Usher, 2019), control (Torre et al, 2019a), and networking (Louhab et al, 2019).…”

Section: Approaches To Lab-based Online Coursesmentioning

confidence: 99%

Teaching Lab-based Courses Remotely: Approaches, Technologies, Challenges, and Ethical Issues

Attarbashi¹,

Hashim²,

Abuzaraida³

et al. 2021

IJES

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Online learning has gained substantial traction since the popularization of Massive Open Online Courses (MOOCs) over the last decade. After the dawn of the Covid-19 pandemic, online learning has become an indispensable mode of modern-day education. All educational institutions around the world are now compelled to switch to online classes as a physically safer and more flexible option for teaching and learning during the pandemic. Although many studies have examined the effectiveness of this online T&L mode, almost no attention has been paid to the use of virtual laboratories, which are an important means of teaching practical skills and complicated theories for science and engineering subjects. Like other online methods that have their particular advantages and disadvantages, the utility of virtual laboratories is detracted by the fact that they lack some of the qualities present in the actual experiments seen in traditional learning classrooms. In particular, virtual labs are not as effective as authentic lab experiments in developing soft skills that are typically acquired from students’ teamwork activities, in addition to lacking the ability to assess the various levels of knowledge acquisition, content mastery and student attention in class. Hence, the aim of this paper is to address these issues about the utility and drawbacks of virtual labs in achieving the long-term goals and learning outcomes of STEM education. In addressing these issues, the paper highlights the varying technologies, such as gaming and virtual reality, used by different educational institutions as substitutes for physical engineering laboratories. The final section of the paper discusses some of the ethical issues related to online learning for science and engineering subjects.

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COVID-19 Response and Its Aftermath: Experience in Introducing Online Learning Technologies to Diverse Teaching Staff

Berisheva,

Sychev,

Berishev

et al. 2023

Lecture Notes in Computer Science

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The Remote Access to Laboratories: a Fully Open Integrated System

Cited by 8 publications

References 18 publications

Applications of Augmented and Virtual Reality in Electrical Engineering Education: A Review

Applications of Augmented and Virtual Reality in Electrical Engineering Education: A Review

Teaching Lab-based Courses Remotely: Approaches, Technologies, Challenges, and Ethical Issues

COVID-19 Response and Its Aftermath: Experience in Introducing Online Learning Technologies to Diverse Teaching Staff

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