Abstract-Engineering is an applied science; it makes science come alive through experiments and labs. Students can only gain practical knowledge that goes beyond mere scientific theory in the educational labs. This can be done using three different types of educational labs: Augmented reality labs, Virtual labs and Traditional labs. It is crucial to pre-specify the learning objectives associated with each experiment in order to be able to meet them no matter what the method of delivery is. This paper focuses on an empirical study that compares the three types of labs after specifying the associated learning objectives.
A comparison between three different types of labs, namely augmented reality remote labs, virtual labs and handson is carried out. The availability of hands-on labs in engineering and science education that require costly equipment and instruments is restricted for little and limited periods of time for a huge number of students. Solutions to bypass these problems are through the introduction of augmented reality (AR) remote labs and virtual labs. AR remote lab augments the real experiment scene with virtual objects. On the contrary, a virtual lab is a software simulation, which is an imitation of a real experiment represented by a mathematical model. The paper focuses on an empirical study that compares an AR remote lab developed specially for this purpose with its corresponding hand-on and virtual labs.
Abstract-Many engineering students graduate with insufficient practical experience in many fields although their theoretical knowledge might be deep. One main reason is the lack of available labs. Unfortunately, other solutions such as virtual and remote labs presented by pure graphical visualization for assisting the students to develop their practical skills, cannot completely replace hand-on labs, because they lack reality and try to visualize instruments and experiments graphically. Our research is aimed at checking and proofing the appropriateness of augmented reality (AR) to be used in representing client user-interfaces in remote labs. Students can carry out an engineering experiment represented by real and virtual elements, components and equipment overlaid with virtual objects.
This research is mainly concerned with remote labs dedicated to disparate types of scientific and engineering experiments. Educational engineering labs present an essential part in engineering education because they provide practical knowledge for students. Unfortunately, these labs equipped with costly instruments are available for little and limited periods of time for a huge number of students. An approach to circumvent the mentioned problems is by employing virtual and remote labs that assist the students in developing their practical skills, but applying this type of labs leads to the fact that students suffer from the weakness of the reality representation of experiment equipment. Our research is aimed at checking and proofing the appropriateness of augmented reality (AR) to be used in representing client user-interfaces in remote labs. Students can carry out an engineering experiment represented by real and virtual elements, components and equipment overlaid with virtual objects.
Abstract-Engineering labs are an essential part in engineering education, since they provide practical knowledge for students, illustrate concepts and principles, and improve technical skills. Remote labs allow devices, equipment, and instrumentations to be shared with other universities. In addition, they relax time and space constraints, and are capable of being adapted to the pace of each student; in the case, there was insufficient time in the laboratory. This paper describes an empirical study, which embeds two stages of assessment. In the first stage, we are concerned with finding out the level of flexibility when applying the engineering remote lab VISIR as a contemporary remote lab technology in the engineering faculty at Al-Quds University in Jerusalem in Palestine, and whether the engineering students will accept such technology to interact with in their future lab courses or not. In the second stage of the assessment study, a more in-depth comparative analysis will be carried out in order to have a categorization of VISIR in the landscape of the engineering labs, such as hands-on and simulations. The three lab approaches will be compared with each other by means of an experimental testing based on assessment criteria that are in accordance with the fundamental course objectives of engineering instructional labs: student's retention rate and satisfaction survey, as well as their performance.
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