=Paper=
{{Paper
|id=Vol-1844/10000245
|storemode=property
|title=SCADA Systems and Augmented Reality as Technologies for Interactive
and Distance Learning
|pdfUrl=https://ceur-ws.org/Vol-1844/10000245.pdf
|volume=Vol-1844
|authors=Alexander Prokhorov,Ihor Klymenko,Elena Yashina,Olga Morozova,Sergey Oleynick,Tatiana Solyanyk
|dblpUrl=https://dblp.org/rec/conf/icteri/ProkhorovKYMOS17
}}
==SCADA Systems and Augmented Reality as Technologies for Interactive
and Distance Learning==
https://ceur-ws.org/Vol-1844/10000245.pdf
SCADA Systems and Augmented Reality as Technologies
for Interactive and Distance Learning
A. Prokhorov, I. Klymenko, E. Yashina, O. Morozova, S. Oleynick, T. Solyanyk
National Aerospace University “KhAI”,
Chkalova str. 17, Kharkiv, Ukraine
al_val@mail.ru, igor-klimenko@yandex.ua, yashinalena@gmail.com,
oligmorozova@gmail.com, oleynick1981@gmail.com,
baggirou@gmail.com
Abstract. This paper discusses the use of SCADA systems for creating vir-
tual laboratories for technical and natural sciences. Electronic interactive train-
ing material, virtual laboratory work and testing systems have been designed in
a unified environment. The authors have established the features of the learning
context for virtual laboratory work in the university course of physics as a case
study. The paper also considers the capabilities of augmented reality applica-
tions in laboratory classes.
Keywords. Virtual laboratory work, SCADA system, interactive and distance
learning
Key Terms. ICT Tool, Virtual Laboratory
1 Introduction
Active introduction of computer-aided learning tools into the process of student train-
ing greatly contributes to the quality of education and specialist training. Mass open
online courses are one of the most promising trends in the development of education.
Formally, they are e-learning courses including video lectures, lecture text notes,
interactive exercises and tests for students. The most popular international educational
platforms are Coursera, MIT Open CourseWare, Edx, Udacity, Prometheus, etc. To
check the knowledge acquired by students, teachers can use a variety of interactive
exercises such as answering closed and open questions, solving mathematical and
chemical equations, and the program code checking on the server. For this purpose,
the courses must include the Rich-media content such as Flash, Java, and others.
At that, numerous universities face a number of factors that should be taken into
account for engineering disciplines in systems of interactive and distance learning,
namely:
laboratory work requires significant time that in the majority of cases is quite diffi-
cult to integrate into the system of interactive and distance learning;
students should be taught real practical skills, similar to those they will acquire
carrying out traditional laboratory experiments;
cost of laboratory equipment makes it impossible to provide every student with a
complete set of required tools.
The vast majority of educational platforms focuses primarily on the visual presen-
tation of training materials, but does not provide students with real practical skills. At
the same time it is important to enable students to participate immediately in the pro-
cess, to conduct laboratory experiments using the equipment and analyze the results
obtained.
To solve this problem one must create computer models of laboratory facilities and
use them in interactive learning software package. These models are used to build
virtual computer laboratory workshops, simulators and training facilities. Of particu-
lar importance is the use of virtual laboratories in the study of engineering and scien-
tific disciplines [1-3], e.g. physics.
Virtual laboratories in educational process are used as computer simulators for
training students to carry out practical part of research as in real laboratories. Alterna-
tively, they can be used by students to get additional real practice i.e. carry out com-
puter experiments that for various technical, financial, organizational and other rea-
sons cannot be performed using physical hardware. The model is supposed to include
all major parameters of real equipment, phenomenon or process under study. In addi-
tion, the control units of gauges and other laboratory equipment are to be foreseen and
function properly. Another approach can be employed when students themselves be-
come “designers” and build models of laboratory equipment using a set of standard
component. When using virtual models students get more opportunities for research
and creative activities. Thus, virtual models help students to better learn the training
material [4-6]. However, it should be noted that virtual models have to be properly
worked out in detail. Here are some of the benefits of virtual laboratories. They help
to avoid the difficulties associated with the production of physical experiment. Every
student performs an individual experiment (the initial parameters can be alternated
practically ad lib). Students confirm the automated calculation "manually" that allows
them to understand the basic principles of algorithms and techniques used for soft-
ware design (the software is not treated as an abstract black box). Students are moti-
vated to do research (analyze a number of experiments, build dependencies and com-
pare the results obtained).
The use of virtual laboratory work as a computer simulator enable students to be
better prepared for conduction of physical experiments, to get a deep understanding of
the phenomena and processes under study, and to acquire skills of operating the gaug-
es (in cases when virtual laboratory work include computer models of gauges similar
to the real ones by their parameters).
2 Virtual Laboratory Development Framework Review
Virtual laboratories can be designed by means of various frameworks and technolo-
gies, most of which are associated with building of Rich-media content. The range of
modern software technologies that deliver Rich Internet Application (RIA) can be
used to develop a virtual laboratory based on the Adobe tools and web technologies
(Shockwave, Flash, Apache Flex, Air, Gaming), Java (Applets, JavaFX), Microsoft
(Silverlight / Moonlight), Google (Native Client), as well as HTML5 and JavaScript.
1. Adobe Tools and Technology. Basically, Adobe Shockwave and Flash are the
most popular technologies used to build virtual laboratories. These frameworks ma-
nipulate raster, vector and 3D-graphics, process audio and video content and create
animated and interactive images. As media platforms they can create interactive game
tasks and provide e-learning courses, demos and other cross-platform content. The
development of virtual laboratory work in the teaching of engineering and natural
science disciplines is supposed to be supported by graphic acceleration.
For this purpose NVIDIA PhysX is widely adopted to simulate real interaction be-
tween the bodies and the action of gravity and other forces. The examples of virtual
laboratory work using these technologies for teaching engineering and science disci-
plines are given in [1,7-8]. It should be noted that recently Adobe Systems has termi-
nated the support for Flash Player on GNU / Linux-based operating systems and mo-
bile platforms in favour of HTML5. Google also actively contributes to the complete
replacement of Flash by HTML5. It has released a free Google Web Designer appli-
cation aimed to help designers and programmers. Besides, popular browsers have
announced the termination of support for flash technology in the nearest future. As a
result, a great number of educational resources hurry to replace their flash animation
with modern HTML5 code.
2. Java Technology. If Java-related technologies are used there is almost no limit
to the implementation of both conventional (illustrated theoretical background of the
courses) and active on-line control and training systems. Java enables the creation of a
single integrated automated educational environment. To create virtual laboratories
one can use Java Applets and JavaFX, which are prevalent in real applications used
for the engineering and scientific disciplines [9-12].
3. Microsoft Technologies. Microsoft Silverlight is a powerful software platform
that incorporates multimedia, graphics, animations and interactivity. Unlike Flash /
Flex, Silverlight supports more powerful .NET languages. In addition, to create ani-
mation Silverlight uses time intervals that are simple, convenient, easily adjustable by
both XAML and in the code, and are not frame-based (as Flash / Flex are), so every
animation lives its own life.
Silverlight is more convenient for making controls, whereas Flash / Flex are infe-
rior for this purpose. Finally, Silverlight is based on a full multi-threading model. In
spite of the considerable advantages, there are few virtual laboratories designed using
Silverlight [13].
4. Google Native Client (NaCL). It should be noted that Google has not marketed
its Native Client technology as a platform for RIA, however it can be formally con-
sidered to be the one. Unlike JavaFX or Silverlight, this technology is not transformed
into bytecode or any other code format by a compiler. In general, this technology
incorporates a container acting as a "sandbox", the runtime for native code and a plug-
in for the web browser (Google Chrome 14 or greater has Native Client built-in).
However, NaCL is not considered very powerful for creation of interactive applica-
tions in this context, and preference should be given to API HTML5.
5. HTML5. This is a standardized technology with rich multimedia content and
interactivity. One of the key options HTML5 offers is the creation of 3D graphics
directly on a web page, using the Canvas API. At the same time HTML5 is not a tool
for the development of content, design, video, animation, and interaction with the
user. For these purposes a combination of HTML5, CSS3 and JavaScript is used. It
should also be noted that all RIAs have fundamental weak points, determined by their
architectures. First, one of the weak points is the need to load / install additional soft-
ware, including RIA plug-in itself and the scripts it executes. A second, more serious
problem is that RIA-engine is an environment foreign to the browser, often opaque
and inaccessible from scenario. In this regard, HTML5 is able to provide a clear sin-
gle runtime environment, with available components. Examples of HTML5-based
virtual laboratories, developed using HTML5 can be found
here [7, 11].
6. JavaScript. JavaScript is used to create interactive web applications. At the
moment, there is a great number of extra libraries and frameworks that can be used to
create virtual laboratories such as jQuery (interaction with the DOM elements, event
handling, etc.), MathJax (formulae display), Three.js (creation and display of interac-
tive, animated computer 3D graphics by means of WebGL), Chart.js or D3 (data visu-
alization, charting, etc.) and many others.
7. Modeling systems. Of particular interest is AnyLogic as a multimethod simula-
tion modeling tool developed by The AnyLogic Company (former XJ Technologies).
It supports multiagent-based, discrete event, and system dynamics simulation meth-
odologies. AnyLogic allows users to build visual and hierarchical models. Graphical
modeling language (UML-RT-based) operates the concept of active objects and rela-
tionships between them that can be discrete (sending messages of any structure) and
continuous (monitoring the indicators). The advantages of this tool environment in-
clude the ability to describe complex systems with a dynamic structure and change the
parameters of the model during the simulation process. To describe complex behav-
iour the user can use graphic statechart diagrams. The behavior of objects is described
using code fragments in Java. The user has to determine the essential action code in
the fields of special properties of object elements, whereas the entire routine code is
auto-generated. The system gives users great opportunities in creation of virtual test
benches to manipulate models with controls, graphics, and two-dimensional and
three-dimensional animation. Virtual laboratory work can be also created using spe-
cialized domain-specific software packages. They include Electronics Workbench
system and NI Multisim that have been created for simulation of electronic circuits,
and ChemOffice designed by CambridgeSoft to simulate and analyze chemical pro-
cesses.
8. Automated systems for research. The MATLAB platform supports mathemat-
ical computations, visualization of scientific graphics and programming. MATLAB
comes with the expansion package Simulink, intended for the simulation of dynamic
systems whose models are made up of individual blocks. This package uses the prin-
ciples of visually-oriented programming, which makes it easy to gain the necessary
blocks and connect them to system models or device models. The graphical interface
of virtual laboratories is created with MATLAB tools [14]. LabVIEW (Laboratory
Virtual Instrument Engineering Workbench) is an integrated system designed for
computer-aided design of laboratory experiments. The system is used to computerize
laboratory tests, collect and measure the data, integrate the operation of equipment
according to various protocols, and enable graphical programming, besides it has
powerful mathematical support. The system comprises an extensive library of ele-
ments required for the development of virtual interfaces of physical devices and la-
boratory equipment. The LabView software was used to create virtual laboratory
work by the Spanish University of Distance Learning [15], the Massachusetts Institute
of Technology [16] and many others.
Thus, a range of modern programming technologies used to create RIA-
applications allows developing of virtual laboratory work based on Flash, Java,
HTML5, JavaScript, and others. However, even if ready-made frameworks and librar-
ies are used, these technologies cannot be counted as universal tools for quick crea-
tion of virtual laboratory work or similar applications available to a wide public rather
than just to programmers. On the other hand, visual modeling systems can solve this
problem, but there is not such a single system that can ensure integrated automated
educational environment.
3 Development of Virtual Laboratory based on SCADA System
The staff of National Aerospace University «KhAI» has used industrial control sys-
tems, namely SCADA systems as a technique for creation of virtual laboratories.
SCADA (Supervisory Control and Data Acquisition) deploys multiple software and
hardware elements that allow industrial organizations to develop and launch distribut-
ed process control systems in real time. The SCADA technology provides a high level
of automation in solving the problems of control system development, collection,
processing, transmission, storage and display of data. SCADA systems have smart
graphical tools for creating software and dynamicized screens that are responsible for
real-time monitoring of the systems and processes. SCADA-based virtual laboratories
can display the experiment or process more accurately through the use of a mathemat-
ical model that provides a full description of the system. In addition, the use of this
technology for KhAI saves time and improves the quality of the design process.
The virtual laboratory has been designed to help learners study university physics
including such courses as Mechanics, Thermodynamics, Molecular Physics, Wave
and Quantum Optics, Electricity and Magnetism. It should be mentioned, however,
that the laboratory equipment has not been used yet for studying the required branches
of physics, but it is actively developed and expected to be put into action in the future.
The virtual laboratory has been created using SCADA Trace Mode by AdAstra Re-
search Group. SCADA Trace Mode is a high-tech software platform that enables the
design of interactive electronic training material, virtual laboratory work and testing
system in a single environment.
SCADA Trace Mode is free and user-friendly software platform that does not re-
quire any special knowledge and skills in programming and can be well used by the
university teachers. The labs have been composed according to a prefabricated pattern
including all the necessary basic screens and programs for further adjustment and
content integration. This approach together with the high functionality of the software
allows creating of an interactive course within a shorter time period.
The project of the virtual laboratory consists of interrelated parts with clearly dis-
tributed functions. The laboratory work is performed on a staged basis. The project of
a virtual laboratory includes the following stages: Selection of Physical Laboratory;
Authorization; Choice of Particular Laboratory Work; Introduction to Interactive
Screens with Theoretical Background; Facility Description and Laboratory Methods;
Answering Questions for Admission to Laboratory Work Execution; Operations with
Virtual Laboratory Facilities and Experimentation; Answering Test Questions and
Performing Laboratory Exercises; Assessment and Recommendations.
The virtual laboratory has been developed using SCADA-system Trace Mode and
included creating a project structure (each part has been assigned a laboratory and of a
set particular work tasks to be done), a resource library (images, graphics and video
files, etc.), an information structure of the project (general and specific channels for
each mathematical model), graphics screen templates, program patterns, as well as
binding of attributes and channels to the programs and screens, and setting of interac-
tion with an external database to record the statistics of trial runs and successfully
completed labs.
SCADA Trace Mode ensures a very simple development procedure due to the ob-
ject-oriented approach and use of templates. It supports multiple programming lan-
guages, including visual languages and other advanced graphics etc. This approach
allows the users to create virtual laboratory projects with flexible and scalable object
structures where any component e.g. a variable, a screen, an algorithm or a SQL-
query can be used any number of times when completing any laboratory work.
The procedures of the virtual laboratory work development are described below.
4 A Virtual Laboratory of Physics in the KhAI
The first part is Theoretical Background. It presents a brief theoretical description of
the phenomenon or process under study and offers the required formulae. The scope
of the text information shown on the correspondent screens is kept to a minimum,
however, it is sufficient for the students to understand and learn the material presented
(see Fig. 1).
Illustrative material is an inherent part of Theoretical Background. It includes the
examples illustrating how the studied phenomenon or process occurs or runs in engi-
neering and in everyday life. This material contains visual multimedia information
and clear interactive elements to demonstrate the processes and phenomena under
study. The multimedia information and interactive elements show the features of the
phenomenon, process or the experiment itself that are difficult to imagine or cannot
be observed otherwise than in the virtual laboratory. The animated and interactive
elements allow the user to see not only a static image of any physical phenomenon,
but also to take a look at it in real-time mode on the basis of the developed model.
The Theoretical Background part also includes interactive tasks or training exercises
to be done.
Fig. 1. Theoretical Background displayed on screens for labs in Thermodynamics
The Facility Description part presents an interactive diagram of the experimental
facility or equipment and describes its functions (see Fig. 2). The interactive elements
give an image of the parts of the facility or equipment and show how it operates.
Fig. 2. Facility Description displayed on screens for labs in Thermodynamics
The environment allows creating of three-dimensional models of real objects. The
student has an opportunity to learn the facility/equipment, the devices and the studied
object interactively, in the same way as if he/she had seen them in reality.
Also provided is a list of measuring instruments whose operation is simulated in a
realistic way. The authors of the project have carefully worked out this component of
the laboratory work, because it is essential that the students be able to learn how to
measure the objects and handle the measuring devices and instruments (see Fig. 3).
The part also includes performance of interactive tasks, drill on assembly of the
equipment, the switch-on sequence and experiments with laboratory facilities and
measuring of the process parameters. Here, the actions and techniques realistically
simulate what happens in a real laboratory. If something goes wrong, the student will
have to start the operation over. Every component has been carefully selected, ena-
bling the accurate measuring operations and other specific techniques. After the
measurements are done, the laboratory complex allows the student to check the cor-
rectness of the task performed.
The Laboratory Methods contains guidelines on how to conduct the experiment,
collect and process the data. The interactive elements provide students with the oppor-
tunity to learn how to conduct experiments. This stage is one of the most important
because the authors of the project have to carefully choose the activities to be done,
specify the things to be observed (problem descriptions) and the conclusions to be
made by the students within every specific laboratory work. For example, the student
may have to weigh and measure the required volume, to observe how the process
runs, to record its parameters and make conclusions about its properties, etc.
Fig. 3. Measurements with specific instruments and devices
The Admission part is provided to check the student’s readiness for experiment
conduction. Here the student has to answer the questions in the test and do some in-
teractive tasks (see Fig. 4).
Fig. 4. Admission tests and tasks allowing the student to conduct the laboratory work
The environment let the authors create colorful and comprehensible tests with il-
lustrations, tables, diagrams and formulae. Various types of testing have been includ-
ed: tests with open and closed questions, time-limit tests with a predetermined se-
quence of questions, tests with an arbitrary sequence of questions etc.
In the Operations part the student work with a virtual model of laboratory facility
to conduct the necessary experiments (see Fig. 5). The progress check has been intro-
duced for individual stages of experiment, virtual measurement input and formula
calculations. The results of the experiment or computer simulation are recorded in the
form of specific values of magnitudes, graphs, tables and charts.
Fig. 5. Laboratory work operations
In this part the main emphasis is made on high feasibility of the experiments, the
accurate simulation of physical laws of the world and the nature of experiments and
phenomena, as well as uniquely high interactivity. It is necessary to reproduce the real
interface of the facility or device in the form of a virtual model, keeping all its func-
tions active. As a result, the student will get the impression that he has been working
with real instruments and equipment. Depending on its goals and objectives the labor-
atory work may include several experiments or several series of experiments. It
should be borne in mind that in the virtual space, the experiment can be performed
much faster than in a real lab, that is why model time scale can be changed.
The SCADA technology makes it possible to conduct the experiment in a real la-
boratory with industrial equipment by means of remote access to the object under
study. In this case, experiments are carried out in a real time mode using the laborato-
ry facility. Students can set the performance characteristics, activate/inactivate the
appropriate instruments, read the data from the controlled devices and store them on
their computers in order to process later. The objectives of laboratory work have been
determined taking into account the expected results: students must acquire practical
skills of operating the measuring instruments and tools, learn how to conduct experi-
ments, make particular conclusions based on the results of the experiments, under-
stand why they have obtained particular parameters, regularities and effects. The Pro-
gress Check part contains test questions and interactive tasks to check how the student
conducts the experiment.
The Assessment and Recommendations part is intended to assess the laboratory
work done by the student, based on the number of errors made during the admission
test, experiment conduction and progress check. The assessment decision is used to
make recommendations regarding the progress and quality of the learning process, as
well as further activities for the student (Fig. 6). While performing the laboratory
work, the student is helped by a virtual assistant that performs intelligent functions of
the system and some mechanisms of adaptive learning.
Fig. 6. Assessment and Recommendations
The developed virtual labs are used to consolidate the knowledge and skills of
students doing both the classroom and independent work. Despite the advantages of
virtual laboratories, of course, one cannot underestimate the value of real laboratory
work. Virtual laboratory work helps to prepare students for carrying out real laborato-
ry work. First of all, by performing virtual laboratory work students learn to solve
research and computing tasks within on some scientific topic. Secondly, they learn the
methods and techniques of the experiment conduction. Thirdly, they learn the laws of
physical processes through the active participation in the learning process.
When developing models, the authors have assessed and analyzed the reliability of
the process and the results of virtual experiments compared to the real ones. During
the experiment, the students were divided into two groups. Both groups of students
had the same pre-tests, which showed no statistically-significant differences between
the measurements. The first group performed the laboratory work using real equip-
ment, the second group worked with virtual equipment. To estimate if there are any
significant differences between the mean scores we have conducted two simple tests
for independent participants. The differences between the test results have proved to
be statistically insignificant. The results are shown in Table 1.
Table 1. Comparison of virtual and real lab scores and test resuts
Group N Pre-Test (Mean±S.D.) Post-Test (Mean±S.D.)
Group#1 (Real) 34 3.79±0.84 4.0±0.78
Group#2 (Virtual) 42 3.83±0.82 4.05±0.83
t (df = 69.983) -0,203 -0,528
p-value 0,839 0,797
5 The Use of Augmented Reality Technologies in Laboratories
In parallel, the authors work out augmented reality applications to improve virtual
laboratory work. Augmented Reality (AR) is a synthesis of virtual and real worlds,
when additional information or imaginary objects are overlaid on the real-world im-
ages. The use of augmented reality in education makes it is possible to visually repro-
duce the processes that are difficult or almost impossible to reproduce in the real
world or just to make the learning process more entertaining and comprehensible.
At the moment there are a number of technologies to generate augmented reality.
In the augmented reality a special device scans the space around and creates its digital
model in real time. For this purpose, marker-free detection is used. It is based on de-
tection algorithms according to which a virtual “frame” is superimposed on the sur-
rounding scene caught by the camera. The software algorithms analyze this “frame”,
finding the reference points (markers) and according to the position of each marker in
space, the program can accurately project a virtual object onto the scene. This will
help to achieve the effect of its physical presence in the surrounding environment.
Marker detection uses markers that are the surfaces with specific images to which
digital content is merged (Fig. 7). Thus, augmented reality markers are various stands
and laboratory facilities. Students can use their tablets or phones to get a three-
dimensional image and video information about the studied processes and phenome-
na, facilities and their parts as well as the tasks to be done etc.
Fig. 7. Augmented reality in a real laboratory
6 Conclusions
Thus, National Aerospace University “KhAI” has developed a SCADA-based virtual
laboratory to teach physics to the students. The advantage of this approach is that a
single software environment has been used to create electronic interactive training
material, virtual labs and testing systems. Thus, the students have an opportunity to
perform virtual laboratory work using hardware both in the classroom and inde-
pendently through a remote access. The time required to perform laboratory work
using real layouts and instruments is reduced for similar virtual laboratory work. The
virtual laboratory allows the students to repeat the experiments setting different condi-
tions, making errors with no negative effects. The virtual laboratory work is a power-
ful, flexible and easy-to-learn tool that teachers of engineering and science disciplines
can use to train students in an interactive form, with a possibility of independent ex-
periment conduction. The technology of virtual laboratory work greatly contributes to
and promotes professional skills of students.
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