Conference Agenda

This study, conducted within the Chemistry Department of the Common Basic Cycle (CBC) at the University of Buenos Aires (UBA), examines student perceptions of Remote Laboratories (RL). The CBC serves over 60,000 students annually, many of whom are enrolled in biomedical science programs, such as medicine, pharmacy, and dentistry, and must complete Chemistry among their six required courses. With class sizes averaging 100 students, this research responds to the challenges posed by large, heterogeneous student groups through the implementation of RL technologies. These laboratories allow students and professors to remotely conduct real experimental activities, offering flexibility in time and place, and enabling repeated practice sessions.

The primary objective of the study was to analyze student perceptions regarding the use of RLs in the Chemistry course, focusing on usability, self-perception of learning, and overall satisfaction. By exploring the impact of RLs, the research sought to determine how these tools can enhance the educational experience in a context characterized by large class sizes and varied student backgrounds.

This descriptive, quantitative study involved 225 Chemistry students from the CBC at UBA during the first semester of 2024. The participants completed a questionnaire, which used a 4-point Likert scale ranging from “strongly disagree” to “strongly agree,” to measure their perceptions of learning, satisfaction, and usability related to RLs. The questionnaire, adapted from previous studies (Idoyaga et al., 2020; Capuya et al., 2022), included six statements addressing self-perception of learning, four statements about satisfaction, and five statements assessing usability, each accompanied by control statements. The data were analyzed through absolute and relative frequencies and measures of central tendency using IBM SPSS Statistics, version 29. All participants’ personal information was anonymized to ensure confidentiality.

The results of the study revealed that RLs were well-received by students. Specifically, 84% of participants found RLs helpful in improving their understanding of key course concepts, while 91% felt that the experience brought them closer to experimental work. Furthermore, 74% expressed interest in the variability of experimental results, and 50% found the RL experience beneficial for engaging in other departmental activities. In terms of satisfaction, 74% of respondents indicated that RLs met their expectations. Usability ratings were similarly positive, with 80% of students finding RLs easy to use, and 70% reporting that they were able to complete tasks without difficulty.

The preliminary analysis suggests that RLs contribute significantly to students’ understanding of the material. However, the findings also indicate a need for further refinement to ensure that RLs integrate seamlessly with other teaching materials. Future studies should focus on improving the cohesion between RLs and other pedagogical elements to maximize their educational potential.

Real experiments imply measurements taken with real test & measurement instruments. This paper builds upon previous work comparing the VISIR remote laboratory against electronic simulators, highlighting the differences between real (remote) measurements and values obtained from mathematical (computer-based) models. It compares measurements taken at the VISIR system and the new Hive system, recently introduced by LabsLand as an updated version of VISIR. It also comprises a simple, direct comparison of the user interfaces of both systems.

This paper presents a novel approach to creating shareable, peer-to-peer remote labs using solely browser technologies, eliminating the need for dedicated servers. Modern web browsers, equipped with APIs for hardware interaction and real-time peer-to-peer capabilities, enable educators to construct labs that operate entirely through decentralized connectivity. Utilizing the Edrys-Lite application, a lightweight reimplementation of the original Edrys classroom system, remote labs can be easily configured using human-readable formats like JSON or YAML and shared through simple URLs. This serverless model leverages WebRTC and WebTorrent for user connectivity, while Yjs CRDTs ensure real-time synchronization and conflict resolution. The result is a scalable, cost-effective solution for running open educational resources as remote labs, providing accessible, reusable, and modifiable labs stored openly on GitHub. Testing has demonstrated successful application across various fields, from Arduino programming to large-scale chemical simulations. This approach empowers educators to deploy lab environments swiftly, enhancing accessibility and reducing setup complexity.

Engineering education in electronics faces significant challenges, particularly in practical environments. Within this context, RLC circuits are essential for the design and analysis of electrical systems. However, the limited access to conventional laboratories has led to the search for solutions based on remote laboratories. VISIR remote laboratory, available at our university, allows for experiments with RLC circuits. Nonetheless, the extensive use of coil-based circuits caused damage to its equipment, with replacements proving highly expensive. To address this issue, a final-year project proposed the implementation of an alternative laboratory with similar functionality. The aim of this project is to develop a remote laboratory for experimenting with RLC circuits in the "Circuit Theory I" course of the Electronic Engineering program. Its capabilities are designed to be comparable to those of VISIR, offering students accessible experimentation to complement theoretical knowledge. Additionally, the project seeks to evaluate the effectiveness of remote laboratories in strengthening students' understanding of concepts such as resonance, impedance, and circuit analysis, while promoting self-learning and experimentation in a safe environment. Students access the laboratory through a web interface without the need to install additional software. They can assemble circuits by selecting components and configuring input parameters, such as signal type, frequency, and amplitude, while observing responses through an oscilloscope. The system is controlled by a Raspberry Pi 400, which selects the circuit, configures the signal generator, and captures measurements from a digital oscilloscope. In this initial phase, the development of a functional first version of the laboratory is expected.

Over the years, the use of SCADA (Supervisory Control and Data Acquisition) systems has gained great relevance

in the industrial and energy sector. Technological evolution has facilitated the implementation of these systems,

which are essential for monitoring, control and storage of historical information. In the educational field, the

understanding of SCADA systems becomes fundamental for the training of engineers in the energy sector, given

their increasing use in the industry. The present study focuses on the implementation of an IEC 61850 compliant

SCADA system in the Electrical Power Systems (SEP) laboratory of the Universidad de Concepción, contributing

to improve the practical training of engineering students.