Using virtual laboratories in teaching natural sciences: An example of physics courses in university

This paper introduces a novel web‐based virtual laboratory to assist teaching of Sensitive High Resolution Ion Micro‐probe (SHRIMP) implementation, called SHRIMP VL. This virtual laboratory is especially designed to aid learning of the instrument operation procedure. SHRIMP VL was developed based on hypertext preprocessor (PHP) technology and the Browser/Server application model, combined with the Yii framework and database technology. The virtual lab includes a virtual experiment platform to simulate the experiment procedure of the actual instrument and show experiment results. It also provides an immersive and visible virtual environment with navigational hints to guide user learning of the experiment operation, as well as theory presentations. To evaluate this virtual laboratory, two questionnaires were provided to students, who reported that SHRIMP VL is effective in helping them understand and master the instrument and experimental procedures, thereby improving their learning efficiency and laying foundations for personal operation of on‐site instruments.

Section: Overview Of Shrimp Vlmentioning

confidence: 99%

A web‐based virtual laboratory for SHRIMP

Liu

Tian

et al. 2018

“…Novotný et al gives an example of using extended reality for the interdisciplinary cooperation between theory and practice, ref. describes a physical virtual laboratory, ref. uses AR on an iPad and a test‐bed to teach control and to enable direct hands‐on manipulation of a nuclear reactor model in a real world.…”

Section: Introductionmentioning

confidence: 99%

Step‐by‐step augmented reality in power engineering education

Opriş

Costinaş

Ionescu

et al. 2018

For digital native generations, augmented reality (AR) represents a friendly way to enrich reality with virtual, computer‐generated elements. Considering the students’ proficiency for the use of smartphones, internet and of continuously refreshing applications, AR is very suited for a modern engineering education. In this field, AR supports a better understanding and a thorough learning, while increasing the commitment and the motivation for learning. The paper presents the step‐by‐step approach to the AR technology adopted within the Power Engineering Faculty of the University POLITEHNICA of Bucharest, Romania. Such an approach lets students and teachers time to get used to the change, to adjust the vision of AR implementation according to the results obtained so far and to keep up to the newest available technologies. Based on the Aurasma free platform, augmented information, images, and videos were created to appear in books, presentations, and on experimental units for three laboratories. Within the paper, the way in which AR works, may be directly experienced by the reader, as it was by a group of students and faculty members included in a pilot study. According to their feedback, the use of AR in power engineering education facilitates a better understanding of this complex technical domain, providing new and challenging opportunities to integrate theory with practice and to acquire authentic skills in their professional areas.

“…There are many papers that describe distance learning through virtual and remote laboratories that support distance learning in scientific and industrial fields such as mechanics, electronics, automation, robotics, etc. . Learning with remote labs has many advantages than conventional ones.…”

Section: Introductionmentioning

confidence: 99%

Automatic manipulator for remote measurement of linear dimensions—development and integration in education courses

Šulc

Bajči

Reljić

et al. 2018

Today, many different components in the industry are very expensive and are hardly accessible to individual users who want to examine them and gain knowledge through a real experiment. This paper describes the development of a remote device for measuring linear dimensions and integration into an educational course. The experiment is dedicated to students in technical fields. A new, unique device—automatic manipulator for remote measurement of linear dimensions provides reliable and precise measurement of linear dimensions in laboratory conditions. It is possible to operate the device directly or remotely via the Internet, using CEyeClon Viewer software, in several different modes. Also, an example of a test for knowledge verification is presented. Students provided feedback on the quality of the course through the evaluation questionnaire. The results show that learning with remote laboratories can be very successful.