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Laboratory experimentation plays an essential role in engineering and scientific education. Virtual and remote labs reduce the costs associated with conventional hands-on labs due to their required equipment, space, and maintenance staff. Furthermore, they provide additional benefits such as supporting distance learning, improving lab accessibility to handicapped people, and increasing safety for dangerous experimentation. This paper analyzes the literature on virtual and remote labs from its beginnings to 2015, identifying the most influential publications, the most researched topics, and how the interest in those topics has evolved along the way. To do so, bibliographical data gathered from ISI Web of Science, Scopus and GRC2014 have been examined using two prominent bibliometric approaches: science mapping and performance analysis. Display Omitted Laboratory experimentation plays an essential role in engineering and sci-entific education.Virtual and remote labs are emerging as a valuable alternative to conven-tional hands-on labs.This paper analyzes the literature on virtual and remote labs from 1993 to 2015.4405 records retrieved from ISI Web of Science, Scopus and GRC2014 are processed.Two bibliometric approaches are applied: performance analysis and science mapping.

Virtual and remote labs in education

There is a way of looking at the world which holds that the human mind and its contents are all that there is. The second edition of Richard Gregory’s lovely book does justice to the greatness of its subject and to its renowned predecessor. If Gilgamesh is the first book of the human heart, the Oxford Companion to the Mind is on a short-list of those dedicated to the heart’s more calculating running-mate. It makes good the dust-jacket’s boast that this is, indeed, an edition for the new century. The book’s compact and sober exterior belies a breadth and exuberance as astonishing as the paradoxes it celebrates. In the course of its 959 pages we are taken on a journey from the abacus to zombies, with stops along the way at such out-of-the-way places as the mysteries of the colour brown, the winning of chess endgames (and the blunders of Kasparov), why doubles are bad news, the legal validity of psychopaths, what the Buddha had to say about visual perception, the manners of conversing with kings (or carving a joint of meat), the history of the jigsaw puzzle, why Adzell the Wodenite was intrinsically good, and the scientific status of levitation and ghosts (whether Pepper’s ghost, or more homely apparitions). It would be almost true to say that all of human (mental) life is here, from the weightiest meditations on our past and our future, as individuals and as a species, to such ticklish subjects as, well, tickling. Nor does the Companion confine itself to mind as it is instantiated in human brains: the operation of other minds in our fellow creatures, and the possibility of future minds in our own digital creations, are themes treated at length.

The Companion’s honour roll of 316 authors (129 new to the present edition) have contributed universally readable, frequently entertaining, and sometimes historic pieces ranging in scope from definitions and brief vignettes to substantial essays. It is a measure of the eclecticism of this enterprise that the list of contributors includes, besides neuroscientists young and old, Beryl Bainbridge, Roger Penrose, and Patrick Moore. Alongside the exotic and the esoteric, the more traditional subject matter of the core brain sciences of neuroanatomy, neurophysiology and neuropsychology is solidly in evidence. The philosophical foundations of these disciplines, sometimes regarded by neuroscientists as diversions en route to the more serious business of molecules and MRIs, are here firmly in the foreground.

For all its erudition, the Companion has an endearing lightness of touch. The dialogue between the brain sciences, the arts and the greater religions emerges with clarity and verve. The book is commendably even-handed in its treatment of contemporary scientific and philosophical issues: the article on consciousness, perhaps the most notorious case in point, is presented as a symposium in which influential thinkers outline their respective positions. Plato would surely have approved. The inclusion of brief Lives provides a welcome historical context, conveying the poignancy and humour of the passing parade. The Lives exemplify the surefooted economy of style and expression which is a hallmark of the whole work: such mighty themes as ‘religion’ or ‘symbols’ are rendered with an epigrammatic freshness which is never merely facile. The book is a triumph of the editor’s art (that is, the art which disguises art).

Any criticisms will seem mean-spirited. The neurological entries could perhaps be more contemporary in places; and I was a little disappointed not to find an entry devoted to the thorny problem of ‘objects’ as the building blocks of the brain’s experience of the world. But no book can be all things to all men; and to mention such things is rather like quibbling that Raphael could not paint feet. This book will fill many rainy afternoons, and it will be an amiable and scholarly guide to realms I know nothing about. There must be few with an interest in the mind, whether amateur or professional, who would not consult it with profit and delight. To paraphrase Owen Chadwick (as quoted in the article on Adrian in the Companion), I am not sure what wisdom is, but whatever it is, this book must surely advance it.

The Oxford Companion to the Mind

A survey on path planning for persistent autonomy of autonomous underwater vehicles

Considering the increasing importance of Artificial Intelligence in Education (AIEd) and the absence of a comprehensive review on it, this research aims to conduct a comprehensive and systematic review of influential AIEd studies. We analyzed 45 articles in terms of annual distribution, leading journals, institutions, countries/regions, the most frequently used terms, as well as theories and technologies adopted. We also evaluated definitions of AIEd from broad and narrow perspectives and clarified the relationship among AIEd, Educational Data Mining, Computer-Based Education, and Learning Analytics. Results indicated that: 1) there was a continuingly increasing interest in and impact of AIEd research; 2) little work had been conducted to bring deep learning technologies into educational contexts; 3) traditional AI technologies, such as natural language processing were commonly adopted in educational contexts, while more advanced techniques were rarely adopted, 4) there was a lack of studies that both employ AI technologies and engage deeply with educational theories. Findings suggested scholars to 1) seek the potential of applying AI in physical classroom settings; 2) spare efforts to recognize detailed entailment relationships between learners’ answers and the desired conceptual understanding within intelligent tutoring systems; 3) pay more attention to the adoption of advanced deep learning algorithms such as generative adversarial network and deep neural network; 4) seek the potential of NLP in promoting precision or personalized education; 5) combine biomedical detection and imaging technologies such as electroencephalogram, and target at issues regarding learners’ during the learning process; and 6) closely incorporate the application of AI technologies with educational theories.

Application and theory gaps during the rise of Artificial Intelligence in Education

Virtual and remote labs in control education: A survey

This paper presents an open course in the University Network of Interactive Laboratories, which offers several virtual and remote laboratories on automatic control, accessible to anyone. All the details on one of these labs (a two electric coupled drives system that allows performing control practices in a 2 $\times $ 2 MIMO system with industrial applications) and the activities that can be performed with it are given. We use a low-cost solution for developing the virtual and remote labs shared in this open course, based on the use of a free authoring tool Easy Java/Javascript Simulations (EJsS) for building the laboratories’ user interfaces and a cheap development platform board (BeagleBone Black). The virtual and remote labs are deployed into a free Learning Management System (Moodle) Web environment that facilitates their management and maintenance.

Open and Low-Cost Virtual and Remote Labs on Control Engineering

Web-based labs are key tools for distance education that help to illustrate scientific phenomena, which require costly or difficult-to-assemble equipment. Easy Java Simulations (EJS) is an authoring tool that speeds up the creation of these kind of labs. An excellent proof of the EJS potential is the open source physics (OSP) repository, which hosts hundreds of free EJS labs. Learning management systems, such as Moodle, provide social contexts where students interact with each other. The work described in this paper looks for the synergy of both tools, EJS and Moodle, by supporting the deployment of EJS labs into Moodle and thus enriching them with social features (e.g., chat, forums, and videoconference). To test this approach, the authors have created the ball and beam lab, which helps students of automatic control engineering to train different advanced techniques (robust, fuzzy, and reset control), and compare their performance in relation to a conventional proportional-integral-derivative control.

The Ball and Beam System: A Case Study of Virtual and Remote Lab Enhancement With Moodle

Virtual and remote laboratories (VRLs) are e-learning resources that enhance the accessibility of experimental setups providing a distance teaching framework which meets the student's hands-on learning needs. In addition, online collaborative communication represents a practical and a constructivist method to transmit the knowledge and experience from the teacher to students, overcoming physical distance and isolation. This paper describes the extension of two open source tools: (1) the learning management system Moodle, and (2) the tool to create VRLs Easy Java Simulations (EJS). Our extension provides: (1) synchronous collaborative support to any VRL developed with EJS (i.e., any existing VRL written in EJS can be automatically converted into a collaborative lab with no cost), and (2) support to deploy synchronous collaborative VRLs into Moodle. Using our approach students and/or teachers can invite other users enrolled in a Moodle course to a real-time collaborative experimental session, sharing and/or supervising experiences at the same time they practice and explore experiments using VRLs.

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Luis de la Torre

Papers

Virtual and remote labs in education

Virtual and remote labs in control education: A survey

Open and Low-Cost Virtual and Remote Labs on Control Engineering

The Ball and Beam System: A Case Study of Virtual and Remote Lab Enhancement With Moodle

Providing Collaborative Support to Virtual and Remote Laboratories