Asee peer logo

Introducing Remote Laboratory Equipment to Circuits - Concepts, Possibilities, and First Experiences

Download Paper |


2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3

Tagged Division

Experimentation and Laboratory-Oriented Studies

Page Count




Permanent URL

Download Count


Request a correction

Paper Authors


Dominik May University of Georgia Orcid 16x16

visit author page

Dr. May is an Assistant Professor in the Engineering Education Transformations Institute and conducts research on online as well as intercultural engineering education. In his work, he focuses on developing broader educational strategies for the design and use of online engineering equipment, putting these into practice and provide the evidence base for further development efforts. Moreover, he is developing instructional concepts to bring students into international study contexts so that they can experience intercultural collaboration and develop respective competences. Dr. May is Vice President of the International Association of Online Engineering (IAOE), which is an international non-profit organization with the objective of encouraging the wider development, distribution and application of Online Engineering (OE) technologies and its influence to the society. Furthermore Dr. May serves as Editor-in-Chief for the ‘International Journal of Emerging Technologies in Learning (iJET)’ with the aim to promote the interdisciplinary discussion of engineers, educators and engineering education researchers around technology, instruction and research.

visit author page


Mark Trudgen University of Georgia

visit author page

Is a lecturer in the School of Electrical and Computer Engineering in the College of Engineering. He has published in the area of automatic control systems. His engineering educational research interests include undergraduate laboratory experience, remote labs, and advancing control theory in undergraduates.

visit author page


Allen V. Spain University of Georgia

visit author page

Allen Spain Allen Spain is currently a M.S. Student in the School of Engineering with an Emphasis in Electrical and Computer Engineering at the University of Georgia. He specializes in electronic circuit design, and is the SPOC Hardware Team Lead and is the electronic circuit designer for the UGA Small Satellite Laboratory. He is currently a Research Assistant at the University of Georgia focusing on Biomimetic Photonic algorithms

visit author page

Download Paper |


This work-in-progress paper is displaying a case study and the connected research in which ready-to-use remote lab equipment in electronics called VISIR (Virtual Instrument Systems In Reality) is used in and adapted to an existing circuits course over one semester at the [university name].

Even though remote laboratories, understood as experimental equipment that can be used from a distance via the internet, have been around as a technical solution in education for several years now, these technologies are not yet widely used in higher engineering education. So far classroom laboratory solutions, which can be found in literature, are mainly stand-alone solutions, which require physical equipment and cannot be used synchronously among several institutions. Taking into account that remote labs are represented as equipment that can solve location, time and capacity constraints in laboratory education, VISIR presents both an economical and pedagogic solution. The introduced VISIR equipment has been developed several years ago and it has been used by several universities around the globe.

The VISIR workbench is equipped with a virtual interface enabling students to recognize the benchtop instruments including a breadboard which can be used on the student’s computer screen. The equipment intends to reproduce tactile learning by emulating required operating functions, such as grabbing components, and rotating instrument knobs. Hence, in VISIR it has been replaced by a telemanipulator, i.e. a switching relay matrix, which the student can control by wiring on a virtual breadboard. When the user has made all wiring as well as settings of the instruments and has pressed the ‘Perform Experiment’ button to send them to the workbench, the desired circuit is created and the experiment is performed in fractions of a second. The result is returned to the user. A time sharing scheme allows many users to experiment simultaneously i.e. the workbench is equivalent of a laboratory equipped with many traditional workbenches.

VISIR has been introduced to an existing circuits course with around 20 students, who use VISIR in conjunction to existing physical hardware. The introduction of VISIR theoretically opened up the opportunity to the students to (1) independently prepare themselves before class with the help of the remote equipment, (2) actually do the in-class experiment online instead of hands-on, and finally (3) recap concepts learned in class by autonomously performing additional experiments. Even though the students did not take advantage of all three options to the same extent, this paper will discuss the students experiences based on this year’s usage. Furthermore experiences with regard to the technical and organizational introduction process itself will be in focus.

Data is a collected over one semester using qualitative evaluation methods such as participatory observation during experimentation procedure and focus interviews with lecturers and students after the course. Initial results will be displayed in the paper. The paper will also discuss the opportunities and challenges of such solutions on a meta level. Using remote labs does mean to cut off parts of reality and context during the experimental procedure. The question is if and to what extend this is beneficial or not for the learning process. This program will evaluate the efficacy of remote-laboratories, and its capability to supplement necessary kinesthetic learning, an integral component of STEM education. The paper will discuss this along the VISIR example.

May, D., & Trudgen, M., & Spain, A. V. (2019, June), Introducing Remote Laboratory Equipment to Circuits - Concepts, Possibilities, and First Experiences Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33017

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015