Virtual Lab for a Pneumatic Module as a Pre-lab Activity in an Engineering Training Course

DOI

10.2991/978-2-38476-553-9_53How to use a DOI?

Keywords

virtual laboratory; pre-lab preparation; pneumatic training; engineering education

Abstract

Hands-on experience is a fundamental component of engineering and mechatronics education. To enhance student’ learning experiences, a growing number of studies have explored virtual and digital environments as preparation tools for laboratory-based instruction. When used as pre-lab activities, virtual laboratories can improve student’s self-efficacy and familiarity with experimental procedures before engaging in real-world experiments. However, research on their application within pneumatic and mechatronic training remains limited. In addition, few studies have examined how such pre-lab experiences influence student’s engagement and perceptions in technical training contexts. This study evaluates the Virtual Lab for the Pneumatic Module (VL-MN) as a pre-lab tool, focusing on measures of engagement and perceived learning. The findings suggest that VL-MN is an effective pre-lab tool that enhances student motivation, perceived learning, and self-directed engagement, and that integrating virtual and physical labs in a blended approach may further optimize learning efficiency and promote active participation.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Alonso Gomez Zeballos
AU  - Sijie Zhou
PY  - 2026
DA  - 2026/03/25
TI  - Virtual Lab for a Pneumatic Module as a Pre-lab Activity in an Engineering Training Course
BT  - Proceedings of the 2025 4th International Conference on Educational Science and Social Culture (ESSC 2025)
PB  - Atlantis Press
SP  - 470
EP  - 484
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-553-9_53
DO  - 10.2991/978-2-38476-553-9_53
ID  - Zeballos2026
ER  -