Virtual reality laboratories: a review of experiences

Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remot...
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Gespeichert in:

Autor*in:	Hernández-de-Menéndez, Marcela [verfasserIn] Vallejo Guevara, Antonio [verfasserIn] Morales-Menendez, Ruben [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	Educational innovation Engineering education Hands-on labs Remote labs Virtual labs

Übergeordnetes Werk:	Enthalten in: International journal on interactive design and manufacturing - Paris : Springer, 2007, 13(2019), 3 vom: 15. Feb., Seite 947-966
Übergeordnetes Werk:	volume:13 ; year:2019 ; number:3 ; day:15 ; month:02 ; pages:947-966

Links:	Volltext

DOI / URN:	10.1007/s12008-019-00558-7

Katalog-ID:	SPR024079766

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520			\|a Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education.
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allfields	10.1007/s12008-019-00558-7 doi (DE-627)SPR024079766 (SPR)s12008-019-00558-7-e DE-627 ger DE-627 rakwb eng 690 ASE Hernández-de-Menéndez, Marcela verfasserin aut Virtual reality laboratories: a review of experiences 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education. Educational innovation (dpeaa)DE-He213 Engineering education (dpeaa)DE-He213 Hands-on labs (dpeaa)DE-He213 Remote labs (dpeaa)DE-He213 Virtual labs (dpeaa)DE-He213 Vallejo Guevara, Antonio verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 3 vom: 15. Feb., Seite 947-966 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:3 day:15 month:02 pages:947-966 https://dx.doi.org/10.1007/s12008-019-00558-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 3 15 02 947-966
spelling	10.1007/s12008-019-00558-7 doi (DE-627)SPR024079766 (SPR)s12008-019-00558-7-e DE-627 ger DE-627 rakwb eng 690 ASE Hernández-de-Menéndez, Marcela verfasserin aut Virtual reality laboratories: a review of experiences 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education. Educational innovation (dpeaa)DE-He213 Engineering education (dpeaa)DE-He213 Hands-on labs (dpeaa)DE-He213 Remote labs (dpeaa)DE-He213 Virtual labs (dpeaa)DE-He213 Vallejo Guevara, Antonio verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 3 vom: 15. Feb., Seite 947-966 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:3 day:15 month:02 pages:947-966 https://dx.doi.org/10.1007/s12008-019-00558-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 3 15 02 947-966
allfields_unstemmed	10.1007/s12008-019-00558-7 doi (DE-627)SPR024079766 (SPR)s12008-019-00558-7-e DE-627 ger DE-627 rakwb eng 690 ASE Hernández-de-Menéndez, Marcela verfasserin aut Virtual reality laboratories: a review of experiences 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education. Educational innovation (dpeaa)DE-He213 Engineering education (dpeaa)DE-He213 Hands-on labs (dpeaa)DE-He213 Remote labs (dpeaa)DE-He213 Virtual labs (dpeaa)DE-He213 Vallejo Guevara, Antonio verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 3 vom: 15. Feb., Seite 947-966 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:3 day:15 month:02 pages:947-966 https://dx.doi.org/10.1007/s12008-019-00558-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 3 15 02 947-966
allfieldsGer	10.1007/s12008-019-00558-7 doi (DE-627)SPR024079766 (SPR)s12008-019-00558-7-e DE-627 ger DE-627 rakwb eng 690 ASE Hernández-de-Menéndez, Marcela verfasserin aut Virtual reality laboratories: a review of experiences 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education. Educational innovation (dpeaa)DE-He213 Engineering education (dpeaa)DE-He213 Hands-on labs (dpeaa)DE-He213 Remote labs (dpeaa)DE-He213 Virtual labs (dpeaa)DE-He213 Vallejo Guevara, Antonio verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 3 vom: 15. Feb., Seite 947-966 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:3 day:15 month:02 pages:947-966 https://dx.doi.org/10.1007/s12008-019-00558-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 3 15 02 947-966
allfieldsSound	10.1007/s12008-019-00558-7 doi (DE-627)SPR024079766 (SPR)s12008-019-00558-7-e DE-627 ger DE-627 rakwb eng 690 ASE Hernández-de-Menéndez, Marcela verfasserin aut Virtual reality laboratories: a review of experiences 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education. Educational innovation (dpeaa)DE-He213 Engineering education (dpeaa)DE-He213 Hands-on labs (dpeaa)DE-He213 Remote labs (dpeaa)DE-He213 Virtual labs (dpeaa)DE-He213 Vallejo Guevara, Antonio verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 3 vom: 15. Feb., Seite 947-966 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:3 day:15 month:02 pages:947-966 https://dx.doi.org/10.1007/s12008-019-00558-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 3 15 02 947-966
language	English
source	Enthalten in International journal on interactive design and manufacturing 13(2019), 3 vom: 15. Feb., Seite 947-966 volume:13 year:2019 number:3 day:15 month:02 pages:947-966
sourceStr	Enthalten in International journal on interactive design and manufacturing 13(2019), 3 vom: 15. Feb., Seite 947-966 volume:13 year:2019 number:3 day:15 month:02 pages:947-966
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Educational innovation Engineering education Hands-on labs Remote labs Virtual labs
dewey-raw	690
isfreeaccess_bool	false
container_title	International journal on interactive design and manufacturing
authorswithroles_txt_mv	Hernández-de-Menéndez, Marcela @@aut@@ Vallejo Guevara, Antonio @@aut@@ Morales-Menendez, Ruben @@aut@@
publishDateDaySort_date	2019-02-15T00:00:00Z
hierarchy_top_id	546503195
dewey-sort	3690
id	SPR024079766
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR024079766</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220111111457.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201006s2019 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s12008-019-00558-7</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR024079766</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s12008-019-00558-7-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">690</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Hernández-de-Menéndez, Marcela</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Virtual reality laboratories: a review of experiences</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2019</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. 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author	Hernández-de-Menéndez, Marcela
spellingShingle	Hernández-de-Menéndez, Marcela ddc 690 misc Educational innovation misc Engineering education misc Hands-on labs misc Remote labs misc Virtual labs Virtual reality laboratories: a review of experiences
authorStr	Hernández-de-Menéndez, Marcela
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topic_title	690 ASE Virtual reality laboratories: a review of experiences Educational innovation (dpeaa)DE-He213 Engineering education (dpeaa)DE-He213 Hands-on labs (dpeaa)DE-He213 Remote labs (dpeaa)DE-He213 Virtual labs (dpeaa)DE-He213
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title_sort	virtual reality laboratories: a review of experiences
title_auth	Virtual reality laboratories: a review of experiences
abstract	Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education.
abstractGer	Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education.
abstract_unstemmed	Abstract Laboratory experiences are critical to the learning process across all domains of engineering, due to the fact that information technology has changed the educational laboratory landscape. Three general laboratory types are found in engineering education; namely, hands-on, virtual and remote; each of them with its own advantages and drawbacks. In this paper, various types of university laboratories around the world are described to present the updated state-of-the-art. Additionally, a discussion regarding the educational effectiveness of each laboratory format is discussed. Finally, a case study of the development and implementation of virtual reality laboratories and remote labs at Tecnologico de Monterrey is presented. Early results have demonstrated that the virtual labs are a viable option to complement and/or replace hands-on labs, mainly because of their low investment, low maintenance costs and ease of replication to meet user demand and, above all, because of their great impact on the new teaching paradigms, where it is necessary to encourage active learning and the development of skills based on challenges. In addition to reviewing the most characteristic learning outcomes of each type of laboratory, different elements that influence the success of teaching and learning processes, such as presence, belief, and collaboration, etc., are reviewed. We hope that this research will serve as a guide for designs of individual, blended or hybrid types of laboratories used for experimental teaching in engineering education.
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container_issue	3
title_short	Virtual reality laboratories: a review of experiences
url	https://dx.doi.org/10.1007/s12008-019-00558-7
remote_bool	true
author2	Vallejo Guevara, Antonio Morales-Menendez, Ruben
author2Str	Vallejo Guevara, Antonio Morales-Menendez, Ruben
ppnlink	546503195
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isOA_txt	false
hochschulschrift_bool	false
doi_str	10.1007/s12008-019-00558-7
up_date	2024-07-03T23:21:07.226Z
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