Abstract
Due to the rapid development of Internet-related technologies and the practical needs in education, virtual laboratories have caught attention of many researchers and educational practitioners. These virtual laboratories have been built to assimilate laboratory experiments in a realistic fashion with primary purpose of providing new and unique learning opportunities for students. Among these laboratories, the cyber-physical laboratory is one that offers web-based access to students with capabilities to manipulate objects in the physical laboratory (e.g., robots or 3D printer). This chapter synthesizes relevant literature findings for designing and developing cyber-physical laboratories and surveys the current uses of cyber-physical systems for STEM education. Through this effort, it is hoped to seek input and suggestions for ongoing development and usage of cyber-physical labs.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Asseo, I., Johnson, M., Nilsson, B., Chalapathy, N., & Costello, T. J. (2016). The Internet of Things: Riding the wave in higher education. Educause Review, 11–31.
Bogdanovic, Z., Simic, K., Milutinovic, M., Radenkovic, B., & Despotovic-Zrakic, M. (2014). A platform for learning Internet of Things. In International association for development of the information society.
British Computer Society. (2013). Internet of Things working group: Report to PPAB, BCS Policy and Public Affairs Board, 12 June 2013.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association.
Dormido Bencomo, S. (2004). Control learning: Present and future. Annual Reviews in Control, 28(1), 115–136.
Gonzalez, F., Guo, D., Nowicki, A., & Zalewski, J. (2017). Senior lab projects for teaching the Internet of Things in a Software Engineering program. Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej., 52, 31–36.
Gonzalez, F., Zalewski, J. (2014). Creating research opportunities with robotics across the undergraduate STEM Curricula, In Proceeding of 121st ASEE Annual Conference and Exhibit, Indianapolis, Ind., 15–18 June 2014.
Gravier, C., Fayolle, J., Bayard, B., Ates, M., & Lardon, J. (2008). State of the art about remote laboratories paradigms-foundations of ongoing mutations. International Journal of Online Engineering, 4(1), 19–25.
Harms, U. (2000). Virtual and remote labs in physics education. In 2nd European Conference on Physics Teaching in Engineering Education, Budapest, Hungary, 14–17 June 2000.
Heradio, R., de la Torre, L., Galan, D., Cabrerizo, F. J., Herrera-Viedma, E., & Dormido, S. (2016). Virtual and remote labs in education: A bibliometric analysis. Computers & Education, 98, 14–38.
Hofstein, A. (2017). The role of laboratory in science teaching and learning. In K. S. Taber, & B. Akpan (Eds.), Science education: An international course companion, pp. 357–368. Rotterdam: Sense Publishers.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54.
IEEE Standards Association. (2016). Standard for an architectural framework for the Internet of Things (IoT). New York: IEEE.
Intel Corporation. (2015). Transforming education with the Internet of Things, Intel Corp., Santa Clara, Calif.
Intel Corporation. (2016). The Intel IoT platform: Architecture specification. White Paper. Intel Corporation.
de Jong, T., Linn, M. A., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340, 305–308.
Lee, E. A. & Seshia, A. A. (2012). Introduction to embedded systems. A cyper-physical systems approach. http://leesesia.org.
Lidström, K., Andersson, J., Bergh, F., Bjäde, M., & Mak, S. (2011). ITS as a tool for teaching cyber-physical systems. In Proceedings of the 8th European Congress on Intelligent Transport Systems and Services, Lyon, France (pp. 6–9).
Marquez, J. J. Villanueva, Z. Solarte, & A. Garcia (2016). IoT in Education: Integration of Objects with Virtual Academic Communities. In Á. Rocha et al., (Eds.), New advances in information systems and technologies. Springer International.
Marwedel, P. (2012). Course on cyberphysical system fundamentals. Germany: Technische Universitaet Dortmund. http://www.youtube.com/user/cyphysystems.
National Science Board. (2007). A national action plan for addressing the critical needs of the U.S. science, technology, engineering and mathematics education system, Report NSB-07-114.
Nordrum, A. (2016). The internet of fewer things [News]. IEEE Spectrum, 53(10), 12–13.
Selinger, M., Sepulveda, A., & Buchan, J. (2013). Education and the internet of everything: How ubiquitous connectedness can help transform pedagogy (p. 2013). Cisco, San Jose, Oct: White Paper.
Shin, I. (2008). CS744: Cyber physical systems, KAIST—Korea advanced institute of science and technology. http://locust.kaist.ac.kr/cs744-cps/CS744.html.
Špernjak, A., & Šorgo, A. (2018). Differences in acquired knowledge and attitudes achieved with traditional, computer-supported and virtual laboratory biology laboratory exercises. Journal of Biological Education, 52(2), 206–220.
Stadtlander, L., Giles, M., & Sickel, A. (2013). The virtual research lab: Research outcomes expectations. Journal of Educational Research and Practice, 3(1), 120–138.
Tang, J. (2014). Getting started. In Beginning google glass development (pp. 1–12). Apress.
Toth, E. E., Morrow, B. L., & Ludvico, L. R. (2009). Designing blended inquiry learning in a laboratory context: A study of incorporating hands-on and virtual laboratories. Innovative Higher Education, 33, 333–344.
Veeramanickam, M. R. M., & Mohanapriya, M. (2016). IOT enabled futurus smart campus with effective E-learning: I-Campus. GSTF Journal of Engineering Technology (JET), 3(4), 81.
Walkington, J., Pemberton, P., & Eastwell, J. (1994). Practical work in engineering: A challenge for distance education. Distance Education, 15(1), 160–171.
Wu, T., Dameff, C., & Tully, J. (2014). Integrating Google Glass into simulation-based training: Experiences and future directions. Journal of Biomedical Graphics and Computing, 4(2), 49.
Zacharia, Z. C. (2007). Comparing and combining real and virtual experimentation: An effort to enhance students’ conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23(2), 120–132.
Zalewski, J., & Gonzalez, F. (2014). Building an undergraduate robotics laboratory serving the STEM curriculum. In IEEE Global Engineering Education Conference on Proceedings of the EDUCON2014, (pp. 912–915). Istanbul, Turkey, 3–5 Apr 2014.
Zhang, T. (2012). The Internet of Things promoting higher education revolution. In 2012 Fourth International Conference on Multimedia Information Networking and Security (MINES), (pp. 790–793). IEEE.
Acknowledgements
The following students of the software engineering program are gratefully acknowledged for their contribution to the projects: Casey Baer, Roman Martinov, Leo Garcia, Rudi Trevino, Steve Joy-Volk and Merzier Petit-Frere.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Zalewski, J., Wang, C.X., Kenny, R., Stork, M. (2019). Virtual and Cyber-Physical STEM Labs. In: Yu, S., Niemi, H., Mason, J. (eds) Shaping Future Schools with Digital Technology. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-9439-3_5
Download citation
DOI: https://doi.org/10.1007/978-981-13-9439-3_5
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-9438-6
Online ISBN: 978-981-13-9439-3
eBook Packages: EducationEducation (R0)