eComLab: Remote Laboratory Platform

Murillo Pontualb, Arsen Melkonyana, Andreas Gampeb, Grant Huanga, David Akopiana a Dept. of Electrical Engineering, University of Texas at San Antonio, San Antonio, TX; b Dept. of Computer Science, University of Texas at San Antonio, San Antonio, TX
ABSTRACT
Hands-on experiments with electronic devices have been recognized as an important element in the field of engineering to help students get familiar with theoretical concepts and practical tasks. The continuing increase the student number, costly laboratory equipment, and laboratory maintenance slow down the physical lab efficiency. As information technology continues to evolve, the Internet has become a common media in modern education. Internetbased remote laboratory can solve a lot of restrictions, providing hands-on training as they can be flexible in time and the same equipment can be shared between different students. This article describes an on-going remote hands-on experimental radio modulation, network and mobile applications lab project "eComLab". Its main component is a remote laboratory infrastructure and server management system featuring various online media familiar with modern students, such as chat rooms and video streaming. Keywords: Remote Desktop, Remote Laboratory, Lab Architecture

1. INTRODUCTION
Over the past decade, with the continued development of information and communication technologies the Internet has become a common media in modern life. Nowadays, more and more students have full-time jobs or family obligations, which negatively affect the frequency of student visits to the classes and labs. Apparently, Internet-based remote laboratories can resolve many constraints in providing hands-on training as they can be used at flexible times from remote locations and allow sharing the limited number of costly equipment between several students at the same time. Internet-based remote laboratories with their flexible functionalities can serve as viable alternatives to the traditional hands-on laboratories. Such labs minimize expenses and will eventually provide limitless access to available experimentation resources to the students from other universities despite of their location. One of the main design challenges in the remote laboratory development is to create an architecture which can support appropriate access to the remote hardware. Generally, remote laboratories are based on web based application-hardware architecture. Hardware is the main component which is responsible for physical experiment, while software or a Web based application is responsible for hardware (experiment) control. Unfortunately not all hands-on experiments can be implemented in remote settings-only PC-controlled ones, but with the on-going experiment modernization more and more experiments with their PC control capabilities become potential Internet-based remote experiments. There are several Internet-based remote lab solutions which have been presented over the past ten years. The simplest approach, remote desktop, can be used in basic remote laboratory architecture [1-3]. Remote desktop software allows users to connect directly to the host computer over the Internet. In this case the remote experiment users are actually working on the computer desktop where the experiment control software is installed; typically it is the host computer. More sophisticated remote laboratory systems can provide the ability to manage multiple sets of equipment and users [47]. A main goal of the advanced Internet-based remote labs was to ensure that all the available experiments can be accessed from any remote PC by multiple users without additional software, including applications control and installation. This article describes a remote hands-on experimentation laboratory eComLab being developed at the University of Texas at San Antonio (UTSA). It was designed to address the common design problems met in previous similar systems.

Mobile Multimedia/Image Processing, Security, and Applications 2011, edited by Sos S. Agaian, Sabah A. Jassim, Yingzi Du, Proc. of SPIE Vol. 8063, 806311 2011 SPIE CCC code: 0277-786X/11/$18 doi: 10.1117/12.883449 Proc. of SPIE Vol. 8063 806311-1
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The eComLab core components are the remote lab architecture and server management system which includes various familiar networking medias used by modern students, such as chat rooms and video streaming. These labs have been offered in a regular radio-communications class, and the paper presents survey results for assessing student satisfaction with the proposed system, as well the students usage of such experiments. The rest of the article has been further organized in following way. The eComLabs platform features and its architecture have been introduced in section 2. Section 3 provides the users experiences. Experimental results in terms of experiment usage analysis have been shown in section 4. Finally, section 5 concludes the paper.

2. ECOMLAB PLATFORM
The eComlab is an e-learning system that provides students with a flexible remote interface to the state of the art educational lab environments. It utilizes common technologies like Web browsers, Flash plugins, video streaming, and remote desktops among others in order to provide the students and instructors with the following features: Interoperability: It can be used in many different devices and operating systems. Client Side: Users can access the eComlab system under any device that supports Web browsers and has access to the Internet. The only requirement is that the browsers must have Flash and Java plugins installed. Server Side: The system can be deployed without further modification in any operating system that has a Web server that supports PHP language and a MySQL database. Remote Access: The instructors can remotely manage the system. For this, they only need a Web browser. The students can use eComlab to operate with signals generated by real hardware. Furthermore, students can work in group. Video Streaming: The system streams in real time the video of the educational labs that are being utilized by the users. Concurrency: The system can concurrently support many remote educational labs and users at the same time. If more than one student wants to access the same experiment at the same time, the system will queue the students, and the first student will have full control of the experiment, while the other students will only observe the utilization of it. Each student in control of the experiment is given a time-frame (defined by instructors). When the allocated time is over, the next student in the queue gains control of the experiment. The students are able to watch in real time the experiments being performed remotely by other students or the instructor and partially participate in the experiment. Communication: The eComlab facilitates that students and instructors communicate with each others in several ways: Chat room: Each experiment contains a chat room where students and instructors can discuss about a particular experiment. Survey: The instructors have the ability to create surveys that students will answer in order to acquire feedback of what students are thinking about the experiments and the system. Contact form: In the contact form a student can send a message about any specific topic directly to an instructor. Scalability: The system is flexible enough that new educational experiments can be added directly to the centralized server or from remote locations by adding a new experimental PC to the system. In addition, new students, instructors and pedagogic materials can be added to the system in a natural way by the administrator. Security: Authentication: Only registered users have the right to access the systems functionalities. Confidentially: All transmissions in the eComLab system are encrypted and run under an SSL protocol. Integrity: The system validates every data inputted by users in order to avoid SQL injection, code injection and XSS attacks. In addition, we utilizes HMAC constructions in order to avoid users maliciously change variables by GET method. Availability: Students have access to the system from anywhere 24/7. Isolation: Each experiment runs on a virtual machine. Virtual machines cleanly separate different experiments and their user interfaces from each other, providing a sandbox environment for students so that the host machine is protected from tampering. In that way that if a virtual machine is compromised the whole system is not compromised.

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 Security Policies: Each virtual machine containing an experiment has a security policy limiting the harm a user can do to the virtual machines operating system. 2.1 eComLab Architecture: The eComlab is based on a client-server architecture presented in Figure 1. In this picture, the black arrows represent HTTPS messages that can be exchanged among the clients and the central server, where dotted arrows represent internal messages exchanged among the virtual machines servers. The direction of an arrow depicts the sender and the receiver of the messages exchanged. 2.2 Users: The eComlab supports two different types of users, namely, the student user and the instructor user. As shown before, each user utilizes a normal Web browser in order to have access to the eComLab functionalities. The description of usage for each type user is just given in the next subsection. 2.3 Architecture Components: This subsection presents the detailed description of each component in the eComlab architecture. As described before, all server components are set up as virtual machines. This simplifies the setup, maintenance and security of the whole

Figure 1. eComLab System Architecture.

Main Central Server: The server is used as a gateway, i.e., it is responsible for managing all the user accesses to the system. Actual access to the experiments is established through redirection of the clients. This improves the security of the local network, which can be private, as well as allows NAT for the experiment machines. Besides administrating the physical experiment machine network, the central server has the ability to host and administrate several virtual experiment machines connected to experiment equipment. It also responsible for recording in a log all the usage of the users. This log maybe used by the instructors to generate statistical data about the usage of the system. Main Central Server Components: The central server is running Ubuntu Linux and provides the following services: an Apache HTTP server for the Web interface, a MySQL database for storage, and a Red 5 streaming video server. Experiment Servers: It allows a remote user to run the experiments in the educational lab exploring the equipment control software. It contains also a real time video streaming from Web cameras that allows student to visually monitor the experiment procedure in real time. Figure 2 shows an experiment server. Each experiment machine is a server, which contains a set of two virtual machines:

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Video Broadcasting Application: A web camera is attached to it, and it is responsible for transmitting the educational lab board to the students. Remote Desktop Server: The second virtual machine contains a remote desktop server that allows a user to use a restricted Windows XP OS version that contains some specific software to control the connected experiment hardware.

Labview Web Cam

Server NI ELVIS /Emona DATEx

Figure 2. Experiment Server

Student Area: This area comprises how the students interact with the eComlab system. After the student logs into the system, he/she will be presented with a menu that contains the following options: Experiment Selection: In this screen the students select the experiment they want to execute. Experiment Screen: After selecting the experiment, the student is taken to the main screen of the eComlab (see figure 3), where he/she will run a remote experiment. This screen is composed of four main parts: the remote desktop application, the educational lab video, the chat room and the menu. Remote Desktop Application: The remote desktop is an applet that allows students to remotely control a computer to which some experimental hardware is attached. This applet periodically communicates with the main central server to check what student has the right to control the experiments, how many users are using the experiment and to automatically update the queue of users using the experiments. Note that, the system just allows one student to have control over an experiment per time; however, other students will have access to the same experiment, but just as observers. It is the responsibility of the remote desktop application to allow or disallow a user to control the application. Status Bar: It shows the time which the student has been using the experiment and also the student position in the queue. If the student feels that the remote desktop application is running slow due to bandwidth constraints, he/she has the option to decrease the quality of images transmitted by the remote desktop. Educational lab video: The educational lab video is a flash video that presents to the user a real time live video feed of the experimental hardware. Chat Room: The chat room is an applet that allows all the users that are in the experiment room to communicate with each other and partially participate in the experiment. Menu: It allows a student to select another experiment, to go to the survey area, to go to the material area, or to logout of the system. Contact Form: In this area a student can leave a message to the instructor. Survey Area: After running some experiment, the student is ordered to answer a survey about the experiment. Pedagogical Materials: In this area, a student finds pedagogical material related to the experiments (e.g., PDF files, office files, and YouTube movies to experiments).

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Menu Remote Experiment

Real-Time Video

Chat Status Bar

Figure 3. Student Client GUI.

Instructor Area: The instructor also utilizes an application that runs through a Web browser in order to manage the eComLab system. The tasks of this application are: Managing Users: This functionality allows an instructor to manage users, here an instructor can create or delete users, change user passwords, and select if a user will be a student or instructor. Managing Students: If a user is selected to be a student, then the instructor has the option to attach the student to a particular experiment. Managing Experiments: Instructors can set up new experiments to be accessible by students. After setting up a physical experiment (i.e., camera, virtual machine containing Labview and board) the instructor uses this area to select how many students can access an experiment simultaneously, what are the students that can access an experiment, the maximum time that one can use an experiments, etc. Add Pedagogical Materials: Instructors can associate or remove PDF files, office files, and YouTube movies to experiments. Check Contact: The instructor has the option to check if some student has left a message concerning about a specific experiment. Add Surveys: The instructor has the option to attach a survey to an experiment. We utilize the survey API provided by the Survey Monkey [8] site. Generate Usage Statistics: In this area the instructor can automatically generate the following information: Waiting Time: This information gives the amount of time a student needs to wait until have the control an experiment. The instructor has the option to select the waiting time for a group of students, for a student in particular, or for a specific experiment. Usage Time: This information gives the amount of time a student an experiment. As the waiting time, this information can be related to time for a group of students, for a student in particular, or for a specific experiment. Histograms of Usage: This area provides to the instructor the amount of students that use a particular experiment per time. It can be beneficial to the instructor to help him to discover bottlenecks in the system. The tool can generate many different types of histograms, namely, usage of one particular experiment, usage

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of the system as a whole (i.e., all the experiments) given a time interval, usage a particular student, and time of use histogram. In section 4 we present some of these histograms that were acquired when the Department of Electrical and Computer Engineering used the eComlab in a pilot class. Chat Usage: Indicates how many students are using a chat. This information can be related to a particular student, or to an experiment. Contact Usage: Similar to the chat usage, this information indicates how many students contact an instructor in a given time interval. Both student and instructor clients were coded in PHP with a MySQL database. The remote desktop applet utilizes a modified version of the open source tightVNC [9], and the video streaming client utilizes a modified version of the Red 5 client player written in flash [10].

3. THE USERS EXPERENCES

3.1 Students Experience The class Communication Systems offered at the UTSA at the department of Electrical and Computer Engineering (ECE) during fall semester in 2010. Eighteen undergraduate students were registered to the class, and as homework they had to complete two basic radio communication experiments through the eComLab. The students completed the following two experiments: Amplitude Modulation (AM), and Frequency Modulation (FM). In order to complete each experiment students needed to spend on average 40-50 minutes. The ECE department has three NI ELVIS/EMONA DATEx experiment boards [11]. All the NI ELVIS/EMONA DATEx experimental boards were connected to the eComLab. All the boards were prepared for the same experiment to give students more flexibility and to avoid congestion. Students had access to each experiment 24 hours a day during one week. Because of eComLab capabilities students were given a choice to work in a group or alone. After finishing the experiments survey was collected from the students on their opinion about the experiments and the eComLab system. The questions of the survey and the students feedback analysis are shown in the Table 1. The questions on the survey were answered on a five-level Likert scale from Strongly Disagree to Strongly Agree. To analyze the survey results the statistics-based parameters such as mean values and standard deviations have been used. Table 1 shows the students survey results for the individual questions in detail. Looking at the results it is interesting to note that students enjoyed working with the eComLab experiments (M=3.35). They found that the eComLab provides acceptable useful hands-on experience (M =3.47). Despite of running the experiment remotely, most of the students thought that they were in control of the experiment (M=3.41) and the eComLab provides an acceptable sense of reality (M=3.17). All the students strongly agreed that the eComLab provides flexibility, in the sense of time and location, to perform experiments (M=4.76). The eComLab has a friendly and easy to use interface (M=3.64) which can enable group work during experiments (M=3.11). Overall students found that the functionality of the eComLab was satisfactory (M=3.82). Judging from most of the students feedback the eComLab provides more time individually to explore the experiments (M=3.70). The eComLab motivated the students to learn more (M=3.76) and helped them to better understand the subject (M=3.64). Finally, the big portion of the students found that the eComLab educational concept can be used in other classes as well (M=4.29) and they would recommend other students to use eComLab labs if such an opportunity exists (M=4.05). 3.2 Instructors Experience The eComLab has been demonstrated to the twelve high school instructors at the UTSA during fall semester in 2010. Each instructor completed the AM experiment alone, but during the other instructors experiment they could monitor other instructors work and participate to the group discussion. After finishing the workshop survey about the eComLab potential was collected from the instructors. The questions of the survey and the instructors feedback analysis are shown in the Table 2. The questions on the survey were designed in the same way as students survey by using five-level Likert scale from Strongly Disagree to Strongly Agree. To analyze the survey results the mean values and the standard deviations have been used.

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Looking at the results in table 1it is interesting to note that overall instructors feedback were excellent. They found that the eComLab experiments can help students to gain knowledge and understand the subject concept (M=4.91). Despite of running the experiment remotely, most of the instructors thought that the eComLab concept is useful for hands-on experience (M=4.91), and it can help students to gain hands-on experience (M=4.83). The functionality of eComLab can help students to learn working in teams (M=4.41). The Instructors were strongly agreed that the hardware (M=4.75) and software (M=4.83) usability is adequate. Overall instructors found that the eComLab experiments are well defined (M=4.75) with concise and clear tutorials (M=4.25). After two hours workshop most of the instructors were satisfied with eComLab and gained knowledge (M=4.75). The capabilities of the give students the impression of completing physical experiments (M=4.83) and students has the possibility to work together during experiments (M=4.75). Judging from most of the instructors feedback the remote capability will give students the flexibility (time and location) to perform experiments (M=4.66) and eComLab will better utilize costly hardware (in limited number) in big classes (M=4.75). Most of the instructors (M=4.66) were interested in using eComLab for their teaching.
Table 1 Student survey results. Questions I enjoyed using eComLab. The eComLab provides a useful hands-on experience by complementing regular labs and textbook material. Even though I worked remotely, I have felt myself to be in control of the experiment. The eComLab potentially conveys an impression of conducting physical experiment. The eComLab provides flexibility (time and location) to perform experiments. The eComLab has a proper interface to enable group work. The eComLab user interface is friendly and easy to use. Overall the functionality of the eComLab was satisfactory considering it is just implemented and offered for the first time. The eComLab experiments helped me to understand the subject. In comparison with physical labs the eComLab provides more time for an individual exploration. The eComLab generally motivate to learn more about the subject. I would recommend other students to use eComLab labs if such an opportunity exists and real labs are not available. In my opinion it might be useful to use eComLab concept in other classes as well if possible. I had critical technical problems during eComLab experiments. What is your computer Operation System? What Internet Browser do you use? The assigned time is enough to complete the eComLab experiments. Mean 3.35 3.47 3.41 3.17 4.76 3.11 3.64 3.82 3.64 3.70 3.76 4.05 4.29 3.59 4.52 Standard Deviation 1.23 1.03 0.69 1.14 0.42 0.92 1.02 0.78 1.02 1.12 1.05 0.87 0.82 1.19 0.60

4. EXPERIMENT USAGE ANALYSIS

The eComLab has a capability to record the students activity in a MySQL database during the experiment. That capability turns into a valuable tool to analyze the experiment usage. Chart 1 and 2 show the students activity during the experiment period. As described in section 3, two experiments with separate deadlines, November 15 and November 23 have been assigned to students during the fall semester of 2010. Chart 1 shows the eComLab usage frequencies during experiments. One can observe in the chart 1 (a) that remote experiments have been mostly accessed in the middle of the assigned experiment week. In chart 1 (b), relative high chat frequencies fall in range of day 4 6, three days before the first deadline, which match with the high experiment usage frequency dates. The chat usage frequencies are greater in the first experiment than in the second one. The eComLab allows several users to access the same experiment simultaneously. However, only one user has the experiment control, but other users can monitor the experiment while waiting for the experiment control rights. The first experiment (AM) had several group experiment features, and the high chat usage frequency during the first experiment shows that the eComLab lab chat functionality was caused as a communication media for problem discussion among the students during the experiment.

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Table 2 Instructor survey results. Questions eComLab can help students to gain knowledge and understand subject concepts. eComLab can help students to gain hands-on experience. The functionality of eComLab can help students to learn working in teams. Hardware usability is adequate. Software usability is adequate. eComLab experiments are well defined. The tutorials are concise and clear. I am generally satisfied with eComLab and gained knowledge. eComLab concept can also be very useful for hands-on experience. The capabilities of the eComLab will potentially give students impression of completing physical experiments. The capabilities of the eComLab will potentially give students the possibility to work together during experiments. This remote capability will give students the flexibility (time and location) to perform experiments. The possibility to run the experiments remotely may improve students performance. eComLab will better utilize costly hardware (in limited number) in big classes. I would be interested in using eComLab for my teaching. Mean 4.91 4.83 4.41 4.75 4.83 4.75 4.25 4.75 4.91 4.83 4.75 4.66 4.83 4.75 4.66 Standard Deviation 0.55 0.76 1.47 0.89 0.76 1.10 1.79 0.89 0.55 0.76 0.89 1.18 0.76 1.10 1.18

The chart 2 demonstrates the statistical data for the system usage frequencies per user and per hour. One can observe from chart 2 (a) that eComLab has been used during most of the day except the period 12 am to 4 am. The hourly system usage frequency distribution and the relative high utilizations concentrated in 10 am, 5 pm, and 9 pm show that the students were mostly using the system during the times when the hands-on labs usually are not available. Moreover, based on chart 2 (b), it can be noted that the student accessed the eComLab multiple times, which states that the students had opportunity to re-do the experiments several times as long as the experiment was available. The statistical data shows that the students were fully using the remote experiments biggest advantages; time and location flexibility and unlimited experiment access. Table 3 provides information about the experiment control and users waiting durations. The Column User Gained the Experiment Control corresponds to the statistical data of the users who waited until they received the experiment control rights, while watching the main user activity during the experiment and the column User Did Not Gain the Experiment Control corresponds to the statistical data of the users who just watched the experiment. One can observe that the assigned experiment time (50 minutes) was more than enough for students in order to complete the experiment. The average waiting time for those who were just watching the experiment is more than for those who were waiting to gain the control over the experiment. The users who were waiting to gain the control over the experiment usually got the control after 20 minutes. The average experiment usage time is around 8 minutes. The statistical data in table 3 shows that the users in general were using the remote experiment and experiment monitoring features as well.
Table 3 eComLab usage records User Gained the Experiment Control (Seconds) 1376 2 24.9 2942 2 484.05 User Did Not Gain the Experiment Control (Seconds) 2568 2 47.07 -

Max Waiting Time Min Waiting Time Average Waiting Time Max Experiment Usage Time Min Experiment Usage Time Average Experiment Usage Time

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(a) Chart 1. (a) Experiment usage frequency, (b) Chat usage frequency.

(b)

(a)

(b)

Chart 2. (a) Experiment usage frequency per time, (b) Experiment usage frequency per user.

5. CONCLUSION
The proposed eComLab system is a successful integration of the new remote desktop technology and the NI ELVIS/Emona DATEx system to provide engineering students a remote hands-on experimenting opportunity. This is especially valuable for those students who cannot physically attend lab sessions to obtain hands-on experience, and it also helps to successfully utilize the limited experimental equipment resources in large classes. The system and usage patterns have been evaluated in classroom. Even though the majority of the students had not used this kind of system before they would like to use them in the future as a viable alternative. Most of the participants opined that it helped them to better understand the syllabus topics and gain more applied knowledge. The paper provides details on the system design, data on various usage frequencies, and evaluates the remote system impact on learning.

ACKNOWLEDGEMENT
The authors would like to thank iTEC-UTSA Center for the NI ELVIS/DATEx experimental stations for hands-on and remote experiments. This work was partly supported by NSF grant 0942852.

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REFERENCES
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