Analysis of Factors Affecting Vocational Students' Intentions to Use a Virtual Laboratory Based on the Technology Acceptance Model

This study discusses the analysis of various variables affecting vocational students' intention to use a Virtual Laboratory (VL) in remote learning. Based on the Technology Acceptance Model (TAM), perceived ease of use (PEU), and perceived usefulness (PU) as exogenous variables. At the same time, attitudes towards VL (A) as an intervening variable. This research was conducted in the learning process of the Power Electronics Practicum for vocational education students. This study involved 105 vocational students from the Industrial Electrical Engineering Study Program, at Universitas Negeri Padang. Research data were analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM). The study results showed that the exogenous variables (PEU, PU, & A) had a significant and positive effect (directly and indirectly through intervening variables) on vocational students' intentions to use the virtual laboratory to support the implementation of remote learning in the Power Electronics Practicum Course. These factors can be considered in determining the appropriate virtual laboratory application to be applied in the learning process

A proposed architecture for remote mechatronics laboratory

Experimentation is a very important part of education in engineering. This is also true for mechatronics engineering which is a relatively new field, combining three engineering disciplines : mechanical engineering, electrical engineering and software engineering. The equipments needed for experiments in mechatronics are generally expensive. Examples are robot manipulators, mobile robots, electrical motors, fast DSP cards, CNC machines, etc. One solution for expensive equipments is sharing theavailable equipments with other universities around the world. This relatively newconcept, called "remote laboratory", is based on the computer communication technology and the internet. With the internet, sharing the available resources with theworld costs almost nothing. In this thesis a new architecture for a remote mechatronics laboratory is proposed. The proposed architecture is original in the sense that multipleusers can use multiple experiments at the same time. The system is flexible so that new experiments can be added quite easily. In order to reduce the overall cost and increase efficiency, multithreaded programming is proposed to reduce the number of computers necessary. For flexibility, communication is done using objects. Verification of thecommunication part is done implementing the DC motor control experiment, remotely

The Development of Electronics Telecommunication Remote Laboratory Architecture Based on Mobile Devices

This paper will discuss the results of research on the development of remote laboratory architectures for electronics telecommunications courses based on mobile devices. The background of study for the development of this system is to meet the demands of the world of education in the era of the industrial revolution 4.0 and the needs for online learning that is caused by the Covid-19 pandemic. Besides, with the development of cellular communication technology and mobile devices that have PC-level capabilities, mobile devices can support remote laboratory development. The design of remote laboratory system is based on an embedded system consisting of a user management server based on the Raspberry Pi 4 and an instrumentation system using Red Pitaya. Remote Laboratory applications can be accessed using mobile devices such as Android based smart phones or tablets. The aim of the development of this remote laboratory is to complete remote experiment activities in electronics telecommunications courses in the Electrical Engineering study program

Augmentation of Electrical Power Laboratory Students Learning Experience Through Simulations Software Enhancements During COVID-19

The quest for experienced Electrical Power Engineers in today\u27s workforce is increasing as Supervision Control and Data Acquisition-Internet of Things (SCADA- IOT) systems continue to be integrated into the power grid, thus making the grid smarter. The overall electric power network is undergoing changes due to the industrial use of smart machines incorporating power electronics devices and the deployment of renewable energy resources such as photo-voltaic and wind power generators. The challenges that have been generated as a result of this power grid modernization require universities and technical education institutions to modify their power engineering curriculum to include more of engineering students\u27 hands-on practical laboratory experience. Additionally, the onset of the COVID-19 pandemic at the beginning of the year 2020 has created the awareness of the importance of necessary changes in the way laboratory classes are taught to improve student\u27s learning experience as well as achieve the desired learning objectives before the students graduate into the industry. Face-to-face laboratory courses need to be modified to satisfy mandated COVID 19 social distancing and other requirements. While the quest for experienced Electrical Power Engineers in today\u27s workforce is increasing as Supervision Control and Data Acquisition-Internet of Things (SCADA- IOT) systems continue to be integrated into the power grid. The grid smarter recent COVID-19 based limitations imposed on face-to-face teaching is most likely to adversely affect adequate delivery of laboratory instructions to engineering students. This study focuses on an electrical power laboratory course conducted in the wake of the COVID-19 pandemic using Electro-Mechanical System (EMS), where experiments with simulations, practical modules implementation and Data Acquisition and Control Interface (DACI) method are utilized to enhance the Laboratory experience. Electromechanical Systems Simulation Software, a web-browser based application, is used in the EMS simulations. The study examines the effectiveness of the simulations method together with remote practical demonstrations of power laboratory experiments. Every experiment conducted remotely to familiarize students with the operation of the power industry is accompanied by students\u27 computer simulations. The laboratory reports submitted by students are used to assess the result of the remote course delivery which is found to be satisfactory and more engaging to students than the traditional face-to-face teaching method

Collaborative development of remote electronics laboratories in the ELVIS ilab

Remote laboratories represent a significant value to engineering curricula in a variety of cases. Whether it is a complement to a hands-on experience or a substitute when a traditional lab is not feasible, remote laboratories can be a valuable educational resource. Since 1998, the MIT iLab Project has worked to increase the quality and availability of remote laboratories. Using the iLab Shared Architecture, developers of new labs can leverage a set of generic support functions and then share those labs easily and with minimal administrative cost. More recently, the iLab Project, in partnership with Obafemi Awolowo University in Nigeria, Makerere University in Uganda and the University of Dar-es-Salaam in Tanzania and in coordination with the Maricopa Advanced Technology Education Center (MATEC), has focused on building iLabs around the National Instruments Educational Laboratory Virtual Instrumentation Suite (ELVIS) platform. The ELVIS is a low-cost, small-footprint unit that contains most of the common test instruments found in a typical electrical engineering lab. By coupling the ELVIS with iLabs, a variety of remote electronics laboratories can be built and shared around the world. Using this common hardware/software platform, participants in the iLab Project at different levels of the educational spectrum have developed experiments that meet their individual curricular needs and are able to host them for use by other peer institutions. Not only does this increase the variety of ELVISbased iLabs, but it also spurs the creation of teams that can then build other, more diverse iLabs and substantively participate in project-wide collaborative development efforts. Through such coordinated efforts, iLabs can provide rich practical experiences for studentsMaricopa County Community College District. Maricopa Advanced Technology Education CenterCarnegie Corporation of New YorkMicrosoft CorporationNational Science Foundation (U.S.) (award 0702735)Singapore-MIT Alliance for Research and Technology Cente

SLR - Análisis del Aprendizaje Basado en Juegos Serios en las Prácticas de los Estudios de Ingeniería

Este trabajo se trata de un Análisis Sistemático de la Literatura del uso de los juegos serios en los estudios de ingeniería.15 página

A Web-Based Distributed Virtual Educational Laboratory

Evolution and cost of measurement equipment, continuous training, and distance learning make it difficult to provide a complete set of updated workbenches to every student. For a preliminary familiarization and experimentation with instrumentation and measurement procedures, the use of virtual equipment is often considered more than sufficient from the didactic point of view, while the hands-on approach with real instrumentation and measurement systems still remains necessary to complete and refine the student's practical expertise. Creation and distribution of workbenches in networked computer laboratories therefore becomes attractive and convenient. This paper describes specification and design of a geographically distributed system based on commercially standard components