Interactive Virtual Experiment Platform for Synchronized Remote Labs
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Solution Overview
Problem
Existing virtual simulation experimental systems are locally operated and require separate software licenses for each client, making them costly and limiting interactive remote virtual experiments between teachers and students, especially in dangerous or ideal experimental environments where real participation is not feasible.
Innovation Solution
Dividing experimental equipment into minimum units with assigned program attributes, logic, and events, allowing these units to be simulated and interactively controlled via computer programs, enabling synchronized operations across clients through a network, and providing a panoramic learning platform for teachers and students to conduct virtual experiments.
Engineering Contradictions & Design Principles
Engineering Contradiction Analysis
1Ease of operation
If virtual simulation experimental systems are locally operated with separate software licenses for each client, then each client can independently conduct virtual experiments, but the system cost increases significantly
Solution Approach 1:
The patent merges multiple client instances into a single centralized virtual experiment platform. Instead of each client running separate local software, all clients connect to one server that hosts the virtual experiment environment. This consolidation eliminates the need for multiple software licenses while maintaining independent experiment capabilities for each student through virtualized computing resources.
Solution Approach 2:
The patent creates virtual copies of experimental equipment and environments on the server side. Rather than installing physical or licensed software on each client machine, the system generates virtual instances of experimental apparatus that can be accessed remotely. These virtual copies provide the same experimental functionality without requiring separate software installations or licenses on each client device.
2Ease of operation
If real physical experiments are conducted in dangerous environments (e.g., chemical experiments producing toxic substances), then students gain hands-on experience, but student safety is compromised
Solution Approach 1:
The patent creates accurate virtual replicas of dangerous experimental equipment, chemicals, and procedures. Students interact with these virtual copies through graphical interfaces, performing experiments that would be unsafe in physical form. The virtual environment replicates the sensory and operational aspects of real experiments—including visual feedback, procedural steps, and equipment manipulation—without exposing students to actual hazardous substances or conditions.
Solution Approach 2:
The patent introduces a virtualization layer as an intermediary between the student and the experimental content. This intermediate virtual environment acts as a safe mediator that transmits the educational value and hands-on experience of physical experiments while filtering out all dangerous elements. Students control virtual equipment through interface elements, and the system processes their actions without requiring physical contact with hazardous materials.
3Loss of information
If videos and animations are used to demonstrate experiments in online learning, then experimental phenomena can be shown, but student interaction and teacher monitoring are eliminated
Solution Approach 1:
The patent transforms static video demonstrations into dynamic, interactive virtual experiments. Instead of passive video playback, students can manipulate virtual equipment, adjust parameters, and control the progression of experiments in real-time. The system responds dynamically to student actions, providing immediate visual feedback and allowing students to repeat experiments with different conditions. This dynamic interaction restores agency to students while maintaining the visual clarity of experimental phenomena.
Solution Approach 2:
The patent implements real-time feedback mechanisms between student actions and virtual experiment outcomes. When students manipulate virtual equipment or change experimental parameters, the system immediately responds with visual feedback showing the effects of their actions. This feedback loop enables students to learn from their interactions and understand cause-effect relationships. Additionally, the system provides feedback to teachers through monitoring capabilities, allowing them to observe student progress and provide guidance without being physically present.
4Ease of operation
If locally operated virtual simulation systems are deployed, then each client has full experimental control, but network-based interactive experiments between teachers and students cannot be achieved
Solution Approach 1:
The patent designs a universal virtual experiment platform that serves multiple functions simultaneously. The same system provides both independent student experimentation and teacher-student interactive collaboration. Students can conduct experiments autonomously when needed, while also enabling real-time collaborative sessions where teachers can guide, demonstrate, and monitor student work through the same networked interface. This multi-functional design eliminates the need for separate local installations while maintaining full experimental control capabilities.
Solution Approach 2:
The patent introduces a networked virtual environment as an intermediary that enables both independent and collaborative experiment modes. This intermediate platform allows students to maintain full control during independent work while also facilitating teacher intervention and peer collaboration when needed. The system dynamically switches between modes based on instructional needs, with the network serving as the mediating infrastructure that connects all participants without requiring any of them to lose local control capabilities.
Data Source
AI summary
A method of realizing an interactive virtual experiment is provided. A teacher may drag a minimum experimental unit into a demonstration area using a mouse. The above operational action is described as digital data in a panoramic learning platform. The data is transmitted to a student client. The same minimum experimental unit is automatically placed in the same position of the demonstration area of the virtual experiment subsystem of the student client according to the data. The teacher may operate the minimum experimental unit. The operational action is described as digital data in the panoramic learning platform. The data is sent to the student client. The same operational action is automatically performed in the student client based on the above data. The demonstration is performed on the minimum experimental units in the demonstration areas of the teacher client and the student client.