A Framework for the Development of Online Virtual Labs for Engineering Education

Genisson Silva Coutinho; Alejandra J. Magana; Vinicius do Rego Dias

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Experimentation and Laboratory-Oriented Studies Division (DELOS) Technical Session 6: Online, Remote, and VIrtual Labs
Tagged Division: Experimentation and Laboratory-Oriented Studies Division (DELOS)
Tagged Topic: Diversity
Page Count: 18
DOI: 10.18260/1-2--42396
Permanent URL: https://peer.asee.org/42396
Download Count: 502

Paper Authors

biography

Genisson Silva Coutinho Instituto Federal de Educação, Ciência e Tecnologia da Bahia orcid.org/0000-0001-6693-1711

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Genisson Silva Coutinho is an Associate Professor at the Department of Mechanical Engineering and Materials at the Federal Institute of Science and Technology of Brazil. Genisson earned his Ph.D. in Engineering Education from Purdue University. His specialties are engineering education research, educational innovation, laboratory education, product design and development, finite element analysis, experimental stress analysis, product lifecycle management, automation, and digital technologies.

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Alejandra J. Magana Purdue University at West Lafayette (COE) orcid.org/0000-0001-6117-7502

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Alejandra J. Magana, Ph.D., is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology with a courtesy appointment at the School of Engineering Education at Purdue University. She holds a B.E. in Informa

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Vinicius do Rego Dias

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Abstract

Laboratory education plays a vital role in the education of engineers. Beyond concepts and principles, laboratories help students develop essential engineering skills such as problem-solving, designing, and troubleshooting. However, the use of laboratories in engineering education may be limited by a series of factors, including the cost of equipment, time, and infrastructure, among others. To reduce the consequences of such limitations, educators are constantly looking for emerging technologies that make the lab more inclusive, creative, and effective. Among these technologies, virtual laboratories are becoming very popular in engineering education.

The literature mentions several advantages of virtual labs compared to traditional hands-on labs. First, virtual labs usually require lower investment and fewer resources. Second, virtual labs can be accessed remotely. Third, virtual labs foster students’ learning of concepts and principles through simulations and representations of abstract phenomena. Finally, virtual labs are usually flexible and allow students to change the values of the different variables and explore the experimental results faster than hands-on or remote experimentation. A common critique regarding the use of virtual labs refers to the use of idealized data that usually do not reflect the uncertainties and nuances of the real world. Also, these labs generally lack the sense of reality necessary to immerse students in more authentic experiences.

Furthermore, many virtual labs focus on developing students’ conceptual understanding of a particular phenomenon or theory. In most cases, characteristics associated with the equipment, the setup, the environment, and all the experimental procedures are neglected. This approach is appropriated in most science-based courses and usually results in equivalent learning gains compared to traditional hands-on labs. However, the development of essential skills associated with labs in engineering education might be hindered by such an approach. Among these skills, one might cite communication and collaboration, safety, designing of experiments, and learning from failure.

This paper presents a conceptual and practical framework for the development of virtual labs for engineering education. The framework combines a classical backward design approach with the concepts of virtual equipment and digital twins to create virtual versions of different hands-on experiments. In these virtual experiments, students can reproduce all the hands-on practices virtually and learn not only concepts but also procedures and attitudes towards experimentation. The authors will discuss the theoretical foundations of the framework and present examples of virtual labs already developed for mechanical, electrical, civil, and chemical engineering education. In addition, the authors will present significant findings from the research on the use of virtual labs in engineering education and discuss the main concerns and difficulties in developing a virtual labs web platform used by more than 500,000 students.

Citation
Format

Coutinho, G. S., & Magana, A. J., & Dias, V. D. R. (2023, June), A Framework for the Development of Online Virtual Labs for Engineering Education Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42396

TY - CPAPER
AB - Laboratory education plays a vital role in the education of engineers. Beyond concepts and principles, laboratories help students develop essential engineering skills such as problem-solving, designing, and troubleshooting. However, the use of laboratories in engineering education may be limited by a series of factors, including the cost of equipment, time, and infrastructure, among others. To reduce the consequences of such limitations, educators are constantly looking for emerging technologies that make the lab more inclusive, creative, and effective. Among these technologies, virtual laboratories are becoming very popular in engineering education.

The literature mentions several advantages of virtual labs compared to traditional hands-on labs. First, virtual labs usually require lower investment and fewer resources. Second, virtual labs can be accessed remotely. Third, virtual labs foster students’ learning of concepts and principles through simulations and representations of abstract phenomena. Finally, virtual labs are usually flexible and allow students to change the values of the different variables and explore the experimental results faster than hands-on or remote experimentation. A common critique regarding the use of virtual labs refers to the use of idealized data that usually do not reflect the uncertainties and nuances of the real world. Also, these labs generally lack the sense of reality necessary to immerse students in more authentic experiences.

Furthermore, many virtual labs focus on developing students’ conceptual understanding of a particular phenomenon or theory. In most cases, characteristics associated with the equipment, the setup, the environment, and all the experimental procedures are neglected. This approach is appropriated in most science-based courses and usually results in equivalent learning gains compared to traditional hands-on labs. However, the development of essential skills associated with labs in engineering education might be hindered by such an approach. Among these skills, one might cite communication and collaboration, safety, designing of experiments, and learning from failure.

This paper presents a conceptual and practical framework for the development of virtual labs for engineering education. The framework combines a classical backward design approach with the concepts of virtual equipment and digital twins to create virtual versions of different hands-on experiments. In these virtual experiments, students can reproduce all the hands-on practices virtually and learn not only concepts but also procedures and attitudes towards experimentation. The authors will discuss the theoretical foundations of the framework and present examples of virtual labs already developed for mechanical, electrical, civil, and chemical engineering education. In addition, the authors will present significant findings from the research on the use of virtual labs in engineering education and discuss the main concerns and difficulties in developing a virtual labs web platform used by more than 500,000 students.

AU - Genisson Silva Coutinho
AU - Alejandra J. Magana
AU - Vinicius do Rego Dias
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - A Framework for the Development of Online Virtual Labs for Engineering Education
UR - https://peer.asee.org/42396
DO - 10.18260/1-2--42396
ER -