A novel system is presented that bridges computational fluid dynamics (CFD) simulations with immersive extended reality (XR) environments by enabling tactile perception of flow phenomena through haptic wearables such as gloves. The newly created conversion pipeline from industry standard fluid simulation software to standalone XR devices is described. In the XR environment, users can dynamically adjust visualization styles (e.g., particle tracing) and simulation playback speeds, allowing flexible exploration of flow behavior. Additionally, the system generates haptic feedback by mapping simulation data to per-finger forces on haptic gloves, where each finger independently perceives localized flow data. A key focus is a low-latency rendering pipeline that synchronizes haptic output with user hand movements, ensuring spatial consistency and tactile fidelity across all fingers. By bridging the gap between simulation software, immersive visualization, and high-resolution tactile feedback, this work establishes a scalable framework for making fluid dynamics tangible in XR.

Remote monitoring and control (RMC) operations, built upon IoT and IIoT systems, enable real-time supervision and actuation across smart environments such as industrial facilities and other remote engineering applications. These systems leverage interconnected devices and advanced data analytics to enhance operational efficiency, safety, and decision-making processes. However, their reliance on light-weight communication protocols with limited built-in security features, such as MQTT, exposes them to cyberattacks that can compromise reliability and safety. This paper investigates the operational impact of such attacks on an IoT/IIoT-based RMC system and proposes a hybrid Edge–Fog deployment of machine learning (ML)-based intrusion detection systems (IDS) to strengthen resilience and ensure continuous operation.

Project-based learning is an effective pedagogical approach in contemporary computer science education, integrating theory with practical skills through real-world projects that cultivate critical thinking, problem-solving, and collaboration. At the XXXXX, students engage in an Informatics Project after foundational coursework in computer science, programming, and mathematics. Traditionally focused on full-stack software development—including front-end, back-end, databases, and containerized deployment—the project was expanded for the 2025/2026 winter semester to incorporate embedded hardware integration via the XXXX remote laboratory platform. This integration addresses industry demands for hybrid software-hardware competencies essential for cyber-physical systems, IoT, and smart industries.

This paper examines the pedagogical benefits and technological challenges of embedding remote hardware access within a PBL-based full-stack software development course. It investigates how hands-on interaction with embedded microcontrollers enhances students’ mastery of asynchronous software architectures, microservice orchestration, containerization, and communication protocols like MQTT and RESTful APIs. By integrating physical hardware controllers into an otherwise software-centric curriculum, this approach bridges academic preparation and industrial multidisciplinary competencies, preparing students for roles in Industry 4.0 and IoT development.

The Informatics Project’s core task challenges pairs of students to collaboratively develop a multiplayer quiz application spanning multiple technology layers: a Bootstrap and TypeScript web front-end, a Java Vert.x backend, and MariaDB for persistent data. The system supports real-time multiplayer interaction through both web-based and hardware game controllers remotely accessed via the XXXXX platform, which employs ESP32 microcontrollers. Controllers communicate with the backend using scalable, industry-standard asynchronous protocols. The semester begins with a kickoff introducing project constraints and a preconfigured Docker Compose environment containing essential microservices and demonstration setups to establish baseline communication patterns. Students manage source control and collaboration in GitLab using structured branching and issue tracking, mirroring professional workflows. Remote lab access enables continuous hardware testing from any location, supplemented by on-campus openLab sessions for mentoring and technical support.

Preliminary results demonstrate that integrating remote hardware into PBL enhances student engagement and motivation by providing tangible interaction with physical devices absent in many software-centric programs. This setup helps students grasp asynchronous communications, containerized service orchestration, and embedded system programming more deeply. The remote lab mitigates traditional physical accessibility barriers, supports inclusive and hybrid learning modalities, and fosters teamwork, version control discipline, and professional workflow adherence. Early feedback indicates increased confidence in developing complex distributed systems and hardware-software co-design, with a greater appreciation for interdisciplinary engineering.

In conclusion, expanding full-stack education with remote lab hardware access through PBL creates a scalable, adaptable, and effective teaching framework bridging software and embedded systems education. The XXXXX remote lab offers hands-on hardware feedback in a controlled yet remote environment, significantly lowering experiential learning barriers while supporting geographical and educational inclusivity. This model offers promising opportunities for broader adoption to enhance project authenticity in engineering curricula, emphasizing structured project management and continuous mentoring to optimize learning. Future work aims to rigorously quantify learning outcomes, scale to larger cohorts, and refine hybrid curricula aligned with evolving workforce needs in smart industries and connected system development.

This paper evaluates an adapted Double-Diamond learning framework designed to foster AI and XR literacy in higher-education design studios using an immersive metaverse environment. The five-week sequence com-bines analog sketching, prompt-based generative AI, and validation through extended realities, emphasizing human authorship, critical reflec-tion, and responsible creativity. A mixed-methods approach was em-ployed: quantitative measures included an adapted Motivated Strategies for Learning Questionnaire (MSLQ) and the Utrecht Work Engagement Scale—Student version (UWES-S9) administered pre- and post-intervention, while qualitative reflections supported interpretation of be-havioral and attitudinal changes. Results indicate consistent improve-ments in AI/XR-related motivational and learning strategies and in aca-demic engagement. On a 0–10 scale, MSLQ scores showed a substantial increase in self-reported strategic use of AI and XR tools, whereas UWES-S9 indicated stronger patterns of vigor, dedication, and absorp-tion. We discuss implications for evidence-based smart education and propose AI/XR-literacy-by-design as a replicable model for creative dis-ciplines.

The Colegio Nacional de Educación a Distancia (CONED) is a Costa Rican institution that is a pioneer in Latin America in offering secondary education through distance learning. The institution's educational process is predominantly conducted in virtual environments, with face-to-face attendance being reserved for the administration of summative evaluations in various branches throughout the country.Due to its considerable enrolment, CONED lacks sufficient physical space and trained staff to carry out face-to-face experimental practices with large groups. In this context, remote laboratories (RLs) emerge as the appropriate alternative, given their capacity to facilitate uninterrupted access to online experiments. This feature of RLs serves to democratise learning opportunities, catering to a diverse student population in terms of age, ethnicity and geographic location. In order to overcome the limitations of the CONED modality, the incorporation of Remote Laboratories is allowing the execution of real remote experiments. To enhance experimental practice and offer more immersive experiences, a pilot was conducted with the Microscopy LR, developed by the Remote Experimentation Laboratory of the Universidad Estatal a Distancia in conjunction with LabsLand, winner of the GOLC 2025 award. This resource employs a real microscope that gives students the experience of working with biological samples. The aim of the article is to analyse the educational experience of CONED's seventh year science students on the use of this laboratory. The study was developed using a mixed methodology to analyse students' perceptions following utilisation of the Remote Microscopy Laboratory. An experimental activity, which was included in the evaluative components of the subject, was implemented, this activity comprised seven sections, which allowed students to be guided through a process of exploration and progressive analysis, fundamental to the development of scientific skills by encouraging observation, interpretation, and the integration of theory and practice. An expert-validated questionnaire was designed and administered to 35 seventh-year science students for data collection. The first section sought to collect information on the academic profile of the students. The second section comprised nine Likert-type statements. In addition, 5 open-ended questions were included to obtain qualitative information aimed at identifying areas for improvement. The results showed that remote laboratories incorporated into CONED's science classes bring the experimental component of science closer to a heterogeneous population such as the one studying in this modality, which can strengthen the development of scientific skills in this population. It is recommended to integrate artificial intelligence to support the use of remote laboratories in distance education and to facilitate student learning when the teacher is not available.