这项工作部分得到了中国国家自然科学基金62103308和62073247）的支持，部分得到了中央高校基础科研业务费（2042023kf0095）的支持，部分得到了中国博士后科学基金（2022T150496）的支持，部分得到了WHU-2022-SYJS-10（WHU-2022-SYJS-10）资助的武汉大学实验技术项目资助。

本研究符合武汉大学人类研究伦理委员会的指导，所有实验数据均获得知情同意。本文讨论了双倒摆系统的实验步骤，所有步骤均在基于WebVR的NCSLab中进行。
1. 接入基于WebVR的NCSLab系统
<ol><li>打开支持 WebVR 的 Web 浏览器。输入基于WebVR的NCSLab的统一资源定位符（URL）以访问系统。</li>
	<li>点击 Start Experiment 按钮，登录 NCSLab 系统。如果是第一次登录系统，请进行帐户注册。</li>
	<li>登录 NCSLab 系统，从左侧菜单栏选择不同的实验，本例中选择双倒摆实验。</li>
	<li>访问主页上的 3D 子页面。 注意：主页上有五个子页面，从第一个开始，这是设备模型的介绍。它包含一个3D模型动画以及文档。通过访问此页面，用户可以掌握双倒摆系统的原理，从而方便地执行后续实验。</li>
	<li>点击“请求控制”按钮申请实验控制，确保资源的高效利用。这将为用户提供 30 分钟的实验时间。 注意：对于虚拟实验，可以允许 500 个用户同时进行实验。</li>
	<li>进入植物信息子页面，获取有关实验设备的全面详细信息。这包括有关当前正在使用的设备、未使用的设备以及与维护相关的设备的信息。</li>
	<li>选择要在 “实验算法 ”子页面上下载的系统默认控制算法。或者，继续访问 “算法设计 ”子页面以设计不同的算法。<ol><li>要设计新的控制算法，请点击算法设计子页面的创建 新模型按钮 ，进入设计界面。 注意：算法设计过程与MATLAB/Simulink的过程非常相似，用户通过直观的拖放方法构建控制算法框图，使用各种模块来制作所需的控制逻辑。</li>
		<li>构建完整的控制算法框图，如图 1 所示，并按照下述步骤操作。</li>
		<li>从左侧的设备型号中选择 双倒摆系统模块 。</li>
		<li>选择 增益模块 来设计线性二次稳压器 （LQR） 控制器的反馈矩阵。</li>
		<li>选择 阶跃信号 作为输入并添加其他模块。双击模块可查看详细信息并修改参数配置。例如，双击“ 恒定信号模块 ”可修改恒定信号的值。</li>
	</ol></li>
	<li>完成控制算法设计后，单击 “开始仿真 ”按钮。仿真完成后，观察所设计算法的控制效果。如果对仿真结果不满意，请微调 LQR 控制器的参数，直到获得性能更高的控制算法。</li>
	<li>单击 “编译 ”按钮以生成控制算法。算法编译完成后，存储在实验算法子页面和算法设计子页面的私有算法区域。</li>
	<li>单击位于控制算法部分右侧的 “下载算法 ”按钮，在实验算法子页面上下载控制算法。</li>
	<li>选择实验配置，在 “监控配置 ”子页面进行实验。系统提供预定义的配置，满足用户的一般实验需求。 注：用户可以灵活地单击“ 创建新监测仪 ”按钮，以根据其特定的实验需求定制监测设置。</li>
	<li>自定义监控配置，并从监控配置子页面的编辑界面中选择各种可用的组件，如图 2 所示。这些组件包括输入变量组件、输出变量曲线显示组件和 3D 模型组件。</li>
	<li>对于 VR 实验，请选择 3D 模型组件。3D 模型组件允许用户将 3D 模型集成到监控配置中。</li>
	<li>为了方便参数配置，请调整每个组件的参数，这些参数直接链接到系统参数变量。双击组件并访问窗口以在实验系统中选择相关的可选参数。</li>
	<li>用户可以灵活地通过调整组件大小来优化监控配置的布局。为此，请将相应组件的边缘拖动到所需的尺寸。</li>
	<li>点击“ 保存”按钮 ，可保存设计的监测配置，以备后续实验使用，节省了重复设置监测系统的时间和精力。 注意： 只有在正确下载控制算法后，才能执行监控配置。</li>
	<li>单击窗口中的“ 开始实验 ”按钮以启动实验。单击 3D 模型组件右下角的 VR 按钮 以启动 VR 实验。 注意：VR 实验嵌入在网页上。当用户首次使用时，浏览器可能会在左上角提示他们允许浏览器使用 VR 功能，选择 允许 继续。</li>
</ol>2. 选择访问方式
<ol><li>使用 WebVR 模拟器扩展。要使用此方法进行实验，请安装 WebVR 模拟器扩展，该扩展程序可从浏览器的扩展商店中轻松搜索和下载。 注意：WebVR 模拟器扩展可帮助用户在 Web 浏览器中运行 WebVR 内容，并提供虚拟 VR 耳机和手柄控制器环境，而无需使用真实的 VR 设备。</li>
	<li>使用支持 WebVR 的 VR 设备。如果是首次使用VR设备，则需要进行基本的环境配置。首先，打开耳机和控制器的电源以启动系统。在耳机中设置初始 ROOM 程序。按照耳机屏幕上显示的视觉提示，使用手柄控制器仔细校准虚拟空间环境的边界和方向。最后，在耳机和计算机之间建立流媒体连接。 注意：这是访问建议系统的第二种方法。VR 设备通常包括一个耳机和一对手柄控制器。VR 设备具有内置商店，用户可以在其中下载支持 WebVR 的浏览器。或者，用户可以使用内置浏览器，该浏览器通常支持WebVR。值得注意的是，各种 VR 设备可能会采用不同的连接方法。</li>
</ol>3.实验步骤
<ol><li>调整透视以找到进行双倒摆系统实验的最佳位置。<ol><li>对于使用 WebVR 仿真器扩展的用户，打开 开发人员工具，找到 WebVR 扩展，然后使用鼠标操作虚拟 VR 设备来调整视角，如图 3 所示。</li>
		<li>对于使用虚拟设备的用户，可以沉浸在虚拟实验环境中，并通过物理动作确定最佳实验位置。</li>
	</ol></li>
	<li>如下所述，使用手柄控制器与双倒摆系统进行交互。<ol><li>将手柄移近立方体。按下 触发 按钮捡起立方体，双倒立方体系统将停止移动。</li>
		<li>通过移动手柄，控制立方体的位置。一旦立方体处于所需位置，通过松开触发按钮来释放立方体。该位置现在被指定为推车的后续设定点， 如图 3 所示。</li>
	</ol></li>
	<li>观察双倒摆系统的运动过程。通过操纵交流电 （AC） 伺服电机，使皮带运动。在皮带的推动下，倒立摆可以沿着导轨移动，双倒摆的系统结构如图 4所示。最终，双倒立摆将稳定在设定点。</li>
	<li>鼓励用户迭代地操纵立方体的位置，不断调整推车的设定点，并仔细观察双倒摆系统的动态行为。</li>
</ol>

WebVR-Based Virtual Reality Laboratory System for Immersive Online Experiments

<ol>
	<li>Martin, F., Sun, T., Westine, C. D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+systematic+review+of+research+on+online+teaching+and+learning+from+2009+to+2018.">A systematic review of research on online teaching and learning from 2009 to 2018.</a> Comput Educ. 159, 104009 (2020).</li><li>Al-Nsour, R., Alkhasawneh, R., Alqudah, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Online+engineering+education:+Laboratories+during+the+pandemic+-+A+case+study.">Online engineering education: Laboratories during the pandemic - A case study.</a> 2022 Intermountain Eng, Tech Comp. , 1-4 (2022).</li><li>Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., Kizilcec, R. F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Online+education+platforms+scale+college+stem+instruction+with+equivalent+learning+outcomes+at+lower+cost.">Online education platforms scale college stem instruction with equivalent learning outcomes at lower cost.</a> Sci Adv. 6 (15), (2020).</li><li>Gamage, K. A. A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Online+delivery+of+teaching+and+laboratory+practices:+continuity+of+university+programmes+during+covid-19+pandemic.">Online delivery of teaching and laboratory practices: continuity of university programmes during covid-19 pandemic.</a> Educ Sci. 10 (10), 291 (2020).</li><li>Kefalis, C., Drigas, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Web+based+and+online+applications+in+stem+education.">Web based and online applications in stem education.</a> Int J Eng Pedagogy. 9 (4), 76-85 (2019).</li><li>Maiti, A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+framework+for+analyzing+and+evaluating+architectures+and+control+strategies+in+distributed+remote+laboratories.">A framework for analyzing and evaluating architectures and control strategies in distributed remote laboratories.</a> IEEE Trans Learn Technol. 11 (4), 441-455 (2018).</li><li>Liang, Y., Liu, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Design+of+large+scale+virtual+equipment+for+interactive+hil+control+system+laboratories.">Design of large scale virtual equipment for interactive hil control system laboratories.</a> IEEE Trans Learn Technol. 11 (3), 376-388 (2018).</li><li>Rodriguez-Gil, L., Garcia-Zubia, J., Orduna, P., Lopez-De-Ipina, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Towards+new+multiplatform+hybrid+online+laboratory+models.">Towards new multiplatform hybrid online laboratory models.</a> IEEE Trans Learn Technol. 10 (3), 318-330 (2017).</li><li>Chevalier, A., Copot, C., Ionescu, C., De Keyser, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+three-year+feedback+study+of+a+remote+laboratory+used+in+control+engineering+studies.">A three-year feedback study of a remote laboratory used in control engineering studies.</a> IEEE Trans Educ. 60 (2), 127-133 (2017).</li><li>Wang, N., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+novel+wiki-based+remote+laboratory+platform+for+engineering+education.">A novel wiki-based remote laboratory platform for engineering education.</a> IEEE Trans Learn Technol. 10 (3), 331-341 (2017).</li><li>Cruz-Benito, J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Usalpharma:+a+software+architecture+to+support+learning+in+virtual+worlds.">Usalpharma: a software architecture to support learning in virtual worlds.</a> IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje. 11 (3), 194-204 (2016).</li><li>Letowski, B., Lavayssi&#232;re, C., Larroque, B., Schr&#246;der, M., Luthon, F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+fully+open+source+remote+laboratory+for+practical+learning.">A fully open source remote laboratory for practical learning.</a> Electronics. 9 (11), 1832 (2020).</li><li>Potkonjak, V., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Virtual+laboratories+for+education+in+science,+technology,+and+engineering:+a+review.">Virtual laboratories for education in science, technology, and engineering: a review.</a> Comput Educ. 95, 309-327 (2016).</li><li>Rukangu, A., Tuttle, A., Johnsen, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Virtual+reality+for+remote+controlled+robotics+in+engineering+education.">Virtual reality for remote controlled robotics in engineering education.</a> IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). , 751-752 (2021).</li><li>Sermet, Y., Demir, I. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Geospatialvr:+a+web-based+virtual+reality+framework+for+collaborative+environmental+simulations.">Geospatialvr: a web-based virtual reality framework for collaborative environmental simulations.</a> Comput Geosci. 159, 105010 (2022).</li><li>zacar, K., Ortakc&#305;, Y., K&#252;&#231;&#252;kkara, M. Y. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=VRArchEducation:+Redesigning+building+survey+process+in+architectural+education+using+collaborative+virtual+reality.">VRArchEducation: Redesigning building survey process in architectural education using collaborative virtual reality.</a> Comp Graph. 113, 1-9 (2023).</li><li>Li, Y., Lei, Z., He, Y., Liu, Z. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+virtual+simulation+experiment+of+mechanics:+material+deformation+and+failure+based+on+scanning+electron+microscopy.">A virtual simulation experiment of mechanics: material deformation and failure based on scanning electron microscopy.</a> J Vis Exp. (191), e64521 (2023).</li><li>Alsaleh, S., Tepljakov, A., Kose, A., Belikov, J., Petlenkov, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Reimagine+lab:+bridging+the+gap+between+hands-on,+virtual+and+remote+control+engineering+laboratories+using+digital+twins+and+extended+reality.">Reimagine lab: bridging the gap between hands-on, virtual and remote control engineering laboratories using digital twins and extended reality.</a> IEEE Access. 10, 89924-89943 (2022).</li><li>Han, B., Weeks, D. J., Leite, F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Virtual+reality-facilitated+engineering+education:+A+case+study+on+sustainable+systems+knowledge.">Virtual reality-facilitated engineering education: A case study on sustainable systems knowledge.</a> Comput Appl Eng Educ. 31 (5), 1174-1189 (2023).</li><li>Lei, Z., Zhou, H., Hu, W., Liu, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Concurrent+experimentation+in+ncslab:+a+scalable+approach+for+online+laboratories.">Concurrent experimentation in ncslab: a scalable approach for online laboratories.</a> Fut Gen Comp Sys. (148), 139-149 (2023).</li><li>Li, W., Huang, H., Solomon, T., Esmaeili, B., Yu, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Synthesizing+personalized+construction+safety+training+scenarios+for+vr+training.">Synthesizing personalized construction safety training scenarios for vr training.</a> IEEE Trans Vis Comput Graph. 28 (5), 1993-2002 (2022).</li><li>Zhang, Y., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Virtual+simulation+system+of+paste+filling+for+green+mining+of+metallic+mine.">Virtual simulation system of paste filling for green mining of metallic mine.</a> 2020 International Conference on Virtual Reality and Visualization. , 256-257 (2020).</li><li>Callaghan, M. J., Mccusker, K., Losada, J. L., Harkin, J., Wilson, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Using+game-based+learning+in+virtual+worlds+to+teach+electronic+and+electrical+engineering.">Using game-based learning in virtual worlds to teach electronic and electrical engineering.</a> IEEE Trans Industr Inform. 9 (1), 575-584 (2013).</li><li>Garcia-Zubia, J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Empirical+analysis+of+the+use+of+the+VISIR+remote+lab+in+teaching+analog+electronics.">Empirical analysis of the use of the VISIR remote lab in teaching analog electronics.</a> IEEE T EDUC. 60 (2), 149-156 (2017).</li><li>Lei, Z., Zhou, H., Hu, W., Liu, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Unified+and+flexible+online+experimental+framework+for+control+engineering+education.">Unified and flexible online experimental framework for control engineering education.</a> IEEE T Ind Electron. 69 (1), 835-844 (2022).</li><li>Galan, D., Chaos, D., de la Torre, L., Aranda-Escolastico, E., Heradio, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Customized+online+laboratory+experiments:+a+general+tool+and+its+application+to+the+furuta+inverted+pendulum+[focus+on+education.">Customized online laboratory experiments: a general tool and its application to the furuta inverted pendulum [focus on education.</a> IEEE Cont Sys. 39 (5), 75-87 (2019).</li><li>Lei, Z., Zhou, H., Hu, W., Liu, G., Guan, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Web-based+digital+twin+communication+system+of+power+systems+for+training+and+education.">Web-based digital twin communication system of power systems for training and education.</a> IEEE T Pow Syst. , (2023).</li><li>Lei, Z., Zhou, H., Hu, W., Liu, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Controller+effect+in+online+laboratories-An+overview.">Controller effect in online laboratories-An overview.</a> IEEE Trans. Learn. Technol. 17, 1-12 (2024).</li><li>Liu, Y., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Virtual+reality+system+for+industrial+training.">Virtual reality system for industrial training.</a> 2020 International Conference on Virtual Reality and Visualization. , 338-339 (2020).</li><li>Lei, Z., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Interactive+and+visualized+online+experimentation+system+for+engineering+education+and+research.">Interactive and visualized online experimentation system for engineering education and research.</a> J Vis Exp. (177), e63342 (2021).</li></ol>

作者没有什么可透露的。

所提出的协议描述了一种虚拟实验室系统，该系统使用户能够在线进行VR实验，而且还使用低成本的PC控制器28，这有利于大规模应用推广。用户可以获得关于整个实验过程的知识，从原理和算法到实际的实验操作。该系统允许用户沉浸在实验中，消除了对传统鼠标和键盘输入的依赖。该系统为观察实验过程和动手操作实验设备提供了身临其境的体验。
该系?...

随着互联网的进步和移动设备的普及，对在线教育的需求越来越大1.特别是在疫情肆虐的时期，传统教育机构在有效开展面对面教学方面往往面临挑战，这凸显了在线教育作为一种重要的教学方法的重要性2.理论课程相对容易转移到在线平台。这些课程可以借助远程视频会议软件和大规模开放在线课程 （MOOC）3 等工具进行。然而，实践课程面临着更大的挑战，因为它们要求用户在传统实验室中进行动手实验。
研究人员在解决在线提供实验设备的挑战方面做出了重大贡献。在过去的二十年中，对在线实验室的概念和技术进行了广泛的研究 4,5.在线实验室通常包括远程实验室6、虚拟实验室7 和混合实验室8。这些在线实验室方法已在各种工程学科中得到广泛应用，包括控制工程9、机械工程10 和软件工程11。
虽然在在线实验室实验操作的便利性方面取得了重大进展12 但用户仍然认为，与传统实验室环境相比，缺乏真实感和类似的动手实践操作，这影响了他们的整体体验13。这种用户体验的差异促使人们进一步开展研究和开发工作，以提高在线实验室环境中的真实感和参与度。
为了解决上述问题，虚拟现实（VR）技术已在虚拟实验室14 中得到应用，以提高虚拟实验室15的沉浸感和交互性。基于VR的虚拟实验室为用户提供了接近真实的实验体验。用户可以通过化身16 完成建筑教育过程中的小组作业，像在传统课堂环境中一样，身临其境地一起执行建筑测量过程。此外，基于虚拟现实的虚拟实验室允许用户通过佩戴虚拟实验室头盔和手柄17进入虚拟实验室的沉浸式环境，与虚拟实验设备进行交互，提高了用户的动手能力18。对于不同的教育目的，我们可以设计不同的虚拟环境。例如，虚拟现实可以与游戏化理论相结合，以加强对公众的工程教育，并提高传播可持续发展等难以理解的知识的效率19.
与在线实验室，特别是虚拟实验室类似，基于WebVR的虚拟实验室具有许多优势。首先，它们突破了传统实验室的时间和空间限制，用户可以随时随地进行实验20。其次，在线实验室可以提供更安全的实验环境，避免实验操作中可能出现的危险和事故21.第三，虚拟实验室还可以提供更多的实验资源和模拟情境，以扩展用户的实验范围和体验22.最重要的是，基于WebVR的虚拟实验室可以激发用户的学习兴趣和主动性，增强他们的实验体验和参与度23.
与其他基于VR的虚拟实验室相比，基于WebVR的虚拟实验室将基于VR的虚拟实验室与基于Web的在线实验室的优点无缝结合。现实中的虚拟仪器系统 （VISIR）24 通过构建真实电路板来构建基本的模拟电子远程实验室。用户可以在Web界面上进行模拟实验，完成真实的电路板实验。Weblab-Deusto8 构建了水箱现场可编程门阵列 （FPGA） 实验室，用户可以在 Web 平台中与水箱的三维 （3D） 模型进行交互，而无需依赖其他插件。本文提出的系统引入了将WebVR作为模块化组件无缝集成到现有虚拟实验室基础设施中的能力。这种集成可以在不破坏实验室原有建筑框架的情况下实现，从而保留了实验室的基本结构和功能。这种集成也适用于具有独立前端和后端的在线实验室框架。
本文提出的系统基于网络化控制系统实验室（NCSLab）25实现，继承了NCSLab系统的灵活性、交互性、模块化和跨平台特性。用户可以根据不同的模块进行实验，也可以定制算法和配置接口，为用户提供足够的自我实现空间。在线实验是根据用户运行的算法实时驱动的。用户可以在进行VR实验时，与虚拟模型进行交互，改变实验算法的输入，甚至可以通过组件改变控制算法的参数，使用户更真实地体验控制算法的原理。
基于WebVR的虚拟实验室为在线教育带来了巨大的潜力。它可以提供身临其境的实验体验，克服传统实验室的局限性，促进用户的动手实践技能和创新思维。

<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
	<tbody>
		<tr>
			<td>3DS Max</td>
			<td>Autodesk</td>
			<td></td>
			<td>3ds Max professional 3D modeling, rendering, and animation software enables you to create expansive worlds and premium designs. 
			https://www.autodesk.com/ca-en/products/3ds-max/overview</td>
		</tr>
		<tr>
			<td>Meta Quest 2</td>
			<td>Meta Platforms</td>
			<td>10036728220341</td>
			<td>meta quest 2 is a standalone virtual reality headset that allows users to experience WebVR content. 
			https://www.meta.com/it/quest/products/quest-2/</td>
		</tr>
		<tr>
			<td>Unity</td>
			<td>Unity Technologies</td>
			<td></td>
			<td>Unity is the platform for real-time 3D interactive content creation and operation. 
			All creators, including game developers, artists, architects, automotive designers, film and television, use Unity to bring their ideas to life. 
			The Unity platform offers a complete suite of software solutions for creating, operating, and realizing any real-time interactive 2D and 3D content 
			on cell phones, tablets, PCs, game consoles, augmented reality, and virtual reality devices. 
			https://unity.com/cn</td>
		</tr>
	</tbody>
</table>

online virtual reality networked control laboratory applied in control engineering education 

在线实验室在工程教育中发挥着重要作用。这项工作讨论了一个基于WebVR的虚拟实验室系统。用户通过虚拟现实（VR）设备进入模拟实验室环境，并与实验设备进行交互，类似于物理实验室中的动手实验。此外，所提出的系统允许用户设计自己的控制算法，并观察不同控制参数的影响，以增强他们对实验的理解。为了说明所提出的虚拟实验室的特点，本文提供了一个例子，即在双倒摆系统上的实验。实验结果表明，所提系统允许用户以沉浸式和交互的方式进行实验，为用户提供了从主体设计到实验操作的完整实验过程。此外，还提供了一种解决方案，可以将任何虚拟实验室转变为基于WebVR的虚拟实验室，以进行教育和培训。

With the advancement of the Internet and the popularity of mobile devices, the demand for online education is increasing1. In particular, during periods of widespread epidemics, traditional educational institutions often face challenges in conducting in-person instruction effectively, which highlights the importance of online education as an important pedagogical approach2. Theoretical courses are relatively easy to transfer to online platforms. They can be conducted with the help of tools such as remote video conferencing software and massive open online courses (MOOCs)3. However, practical courses face greater challenges as they require users to perform hands-on experiments in traditional laboratories.
Researchers have made significant contributions to addressing the challenge of making experimental equipment available online. Over the past two decades, extensive studies have been conducted on the concepts and technologies of online laboratories4,5. Online laboratories typically encompass remote laboratories6, virtual laboratories7, and hybrid laboratories8. These online laboratory approaches have found widespread application in various engineering disciplines, including control engineering9, mechanical engineering10, and software engineering11.
While significant progress has been made in terms of the convenience of experimental operations in online laboratories12, users still perceive a lack of realism and similar hands-on practical operations compared to traditional laboratory environments, which affects their overall experience13. This discrepancy in user experience motivates further research and development efforts to enhance realism and engagement in online laboratory environments.
To solve the above problems, virtual reality (VR) technology has been applied in virtual laboratories14 to improve the immersiveness and interactivity of virtual laboratories15. VR-based virtual laboratories provide users with a close-to-realistic experimental experience. Users can complete group assignments in the architectural education process through avatars16, performing the architectural surveying process together immersively, just as they would in a traditional classroom environment. Furthermore, the VR-based virtual laboratories allow users to enter the immersive environment of virtual laboratories and interact with virtual experimental equipment by wearing VR headsets and handles17, improving users' hands-on abilities18. For different educational purposes, we can design different virtual environments. For example, VR can be combined with gamification theory to enhance engineering education for the general public and to improve the efficiency of disseminating difficult-to-understand knowledge such as sustainable development19.
Similar to online laboratories, particularly virtual laboratories, WebVR-based virtual laboratories have many advantages. Firstly, they break through the time and space limitations of traditional laboratories, and users can conduct experiments anytime and anywhere20. Secondly, online laboratories can provide a safer experimental environment to avoid possible dangers and accidents in experimental operations21. Thirdly, virtual laboratories can also provide more experimental resources and simulation situations to extend users' experimental scope and experience22. Most importantly, WebVR-based virtual laboratories can stimulate users' learning interest and initiative and enhance their experimental experience and participation23.
Compared with other VR-based virtual laboratories, WebVR-based virtual laboratory seamlessly combines the merits of VR-based virtual laboratories with web-based online laboratories. Virtual Instrument Systems in Reality (VISIR)24 builds a basic analog electronic remote laboratory by constructing real circuit boards. Users can perform simulated experiments on the web interface to complete real circuit board experiments. Weblab-Deusto8 builds the water tank Field Programmable Gate Array (FPGA) laboratory where users can interact with the three-dimensional (3D) model of the water tank in the web platform without relying on other plug-ins. The system proposed in this paper introduces the capability to seamlessly integrate WebVR as a modular component into the existing virtual laboratory infrastructure. This integration can be achieved without destroying the original architectural framework of the laboratory, thus preserving the basic structure and function of the laboratory. This integration is also applicable to the framework of an online laboratory with separate front end and back end.
The system proposed in this paper is implemented based on Networked Control System Laboratory (NCSLab)25, which inherits the flexibility, interactivity, modularity, and cross-platform features of the NCSLab system. Users can conduct experiments according to different modules and can also customize algorithms and configuration interfaces, providing users with enough space for self-realization. Online experiments are driven in real-time according to the algorithms run by the user. Users can interact with the virtual model to change the inputs of the experimental algorithm when conducting VR experiments and can even change the parameters of the control algorithm through the components so that users can experience the principle of the control algorithm more realistically.
WebVR-based virtual laboratories bring great potential for online education. It can provide an immersive experimental experience, overcome the limitations of traditional laboratories, and promote hands-on practical skills and innovative thinking among users.

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

在线虚拟现实网络化控制实验室在控制工程教育中的应用 

所提出的VR实验系统为用户提供了使用VR设备进行沉浸式实验的能力，从而增强了用户与实验设备之间的交互。此外，该系统是基于网络的，用户无需配置本地环境。这种设计允许系统的可扩展性，使其适用于大规模应用以及培训和教育目的。
在传统的实验室环境中，用户需要亲自配置和安装软件和硬件设备，这会消耗大量的时间和资源26.然而，虚拟实验室?...

Read this Scientific Article Protocol about Enhancing Engineering Education via WebVR-Based Online Laboratories at JoVE.com

本研究描述了一种基于 WebVR 的在线虚拟现实 （VR） 实验室系统，该系统为用户提供了由 VR 设备支持的沉浸式和交互式实验功能。所提出的系统不仅有助于提高用户在线实验参与的真实感，而且适用于广泛的在线实验室框架。

Online laboratories play an important role in engineering education. This work discusses a WebVR-based virtual laboratory system. The user enters the ...

本文的研究范围侧重于基于网络虚拟现实的在线实验室在工程教育中的应用。本文试图回答的问题是，提案系统是否能够依赖用户通过VR设备进行基于Web的实验，从而增强在线实验的沉浸感和整个活动。目前，用于促进这一研究领域的技术包括虚拟现实、增强现实和远程控制技术。本文提出的系统为用户提供了使用虚拟现实设备进行基于网络的沉浸式实验的能力，从而增强了用户与实验设备之间的交互。未来，我们将专注于基于VR的数字在线实验室。我们的目标是使用VR设备，通过虚拟设备的操作来控制物理设备。

online-virtual-reality-networked-control-laboratory-applied-control

Microsoft Bing

Research

Education

JoVE Core

JoVE Journal

Electrical Engineering

Engineering

Unit 1

Online Virtual Reality Networked Control Laboratory Applied in Control Engineering Education 

Design of Control Systems

SCIENTISTS IN ACTION

606 次观看.  Wuhan University. 本文的研究范围侧重于基于网络虚拟现实的在线实验室在工程教育中的应用。本文试图回答的问题是，提案系统是否能够依赖用户通过VR设备进行基于Web的实验，从而增强在线实验的沉浸感和整个活动。目前，用于促进这一研究领域的技术包括虚拟现实、增强现实和远程控制技术。本文提出的系统为用户提供了使用虚拟现实设备进行基于网络的沉浸式实验的能力，从而?...