2017
Garcia-Zubia, Javier; Angulo, Ignacio; Uriarte, I.; Martinez-Pieper, G.; Hernández, U.; Orduña, Pablo; Rodríguez-Gil, L.
RoboBlock: A Remote Lab for Robotics and Visual Programming Conference
4th Experiment@ International Conference, exp'at 2017, IEEE, Faro (Portugal), 2017, ISBN: 978-1-5386-0811-1.
Abstract | Links | BibTeX | Tags: Remote Labs, robotics, visual programming
@conference{Garcia-Zubia2017b,
title = {RoboBlock: A Remote Lab for Robotics and Visual Programming},
author = {Javier Garcia-Zubia and Ignacio Angulo and I. Uriarte and G. Martinez-Pieper and U. Hernández and Pablo Orduña and L. Rodríguez-Gil},
url = {http://ieeexplore.ieee.org/document/7984373/?reload=true},
doi = {10.1109/EXPAT.2017.7984373},
isbn = {978-1-5386-0811-1},
year = {2017},
date = {2017-06-01},
booktitle = {4th Experiment@ International Conference, exp'at 2017},
pages = {109-110},
publisher = {IEEE},
address = {Faro (Portugal)},
abstract = {Robotics is part of K12 curricula in different subjects and countries because it is exciting and formative. To teach, the teacher and the school need a laboratory with robots, and this is a challenge because they are not cheap and they need to be maintained. In this scenario the use of a remote lab for robotics is a good solution. There are several remote labs for robotics, the main advantage of RoboBlock is that it offers in the same interface the robot and a visual tool based on Blockly to program the robot.},
keywords = {Remote Labs, robotics, visual programming},
pubstate = {published},
tppubtype = {conference}
}
Robotics is part of K12 curricula in different subjects and countries because it is exciting and formative. To teach, the teacher and the school need a laboratory with robots, and this is a challenge because they are not cheap and they need to be maintained. In this scenario the use of a remote lab for robotics is a good solution. There are several remote labs for robotics, the main advantage of RoboBlock is that it offers in the same interface the robot and a visual tool based on Blockly to program the robot.
Viegas, C.; Alves, G. R.; Marques, A.; N. Lima, M. C. Felgueiras; Costa, R. J.; Hernández, U.
The VISIR+ Project–Preliminary results of the training actions Conference
Online Engineering & Internet of Things, Springer, Cham, 2017, ISBN: 978-3-319-64352-6.
Abstract | Links | BibTeX | Tags: Didactical Approaches, Remote Labs, VISIR
@conference{Viegas2017,
title = {The VISIR+ Project–Preliminary results of the training actions},
author = {C. Viegas and G.R. Alves and A. Marques and N. Lima, M.C. Felgueiras and R.J. Costa and U. Hernández},
url = {http://recipp.ipp.pt/bitstream/10400.22/9740/1/ART_CIETI_GCA_2017.pdf},
doi = {10.1007/978-3-319-64352-6_36},
isbn = {978-3-319-64352-6},
year = {2017},
date = {2017-03-01},
booktitle = {Online Engineering & Internet of Things},
pages = {375-391},
publisher = {Springer, Cham},
abstract = {Experimental competences allow engineering students to consolidate knowledge and skills. Remote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical support. This paper presents an analysis of the already prosecuted actions regarding this project
and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with remote labs, the pre-experience with VISIR and the training actions duration. The teachers’ perceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were. },
keywords = {Didactical Approaches, Remote Labs, VISIR},
pubstate = {published},
tppubtype = {conference}
}
Experimental competences allow engineering students to consolidate knowledge and skills. Remote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical support. This paper presents an analysis of the already prosecuted actions regarding this project
and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with remote labs, the pre-experience with VISIR and the training actions duration. The teachers’ perceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were.
and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with remote labs, the pre-experience with VISIR and the training actions duration. The teachers’ perceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were.
2015
Garcia-Zubia, Javier; Angulo, Ignacio; Martínez-Pieper, G.; Lopez-de-Ipiña, Diego; Hernández, U.; Orduña, Pablo; Dziabenko, Olga; Rodríguez-Gil, L.; van Riesen, Siswa A. N.; Anjewierden, Anjo; Kamp, Ellen T.; de Jong, Ton
Archimedes Remote Lab for Secondary Schools Conference
IEEE, 2015, ISBN: 978-1-4673-7717-1.
Abstract | Links | BibTeX | Tags: buoyancy, Remote Labs, secondary school education, virtual labs
@conference{García‐Zubía2015,
title = {Archimedes Remote Lab for Secondary Schools},
author = {Javier Garcia-Zubia and Ignacio Angulo and G. Martínez-Pieper and Diego Lopez-de-Ipiña and U. Hernández and Pablo Orduña and Olga Dziabenko and L. Rodríguez-Gil and Siswa A. N. van Riesen and Anjo Anjewierden and Ellen T. Kamp and Ton de Jong},
url = {https://morelab.deusto.es/media/publications/2015/conferencepaper/archimedes-remote-lab-for-secondary-schools.pdf},
doi = {10.1109/EXPAT.2015.7463215},
isbn = {978-1-4673-7717-1},
year = {2015},
date = {2015-06-04},
journal = {Experiment@ International Conference},
publisher = {IEEE},
abstract = { This paper presents a remote lab designed for teaching the Archimedes' principle to secondary school students, as well as an online virtual lab on the general domain of buoyancy. The Archimedes remote lab is integrated into WebLab-Deusto. Both labs are promoted for usage in frame of the Go-Lab European project.
},
keywords = {buoyancy, Remote Labs, secondary school education, virtual labs},
pubstate = {published},
tppubtype = {conference}
}
This paper presents a remote lab designed for teaching the Archimedes' principle to secondary school students, as well as an online virtual lab on the general domain of buoyancy. The Archimedes remote lab is integrated into WebLab-Deusto. Both labs are promoted for usage in frame of the Go-Lab European project.
2013
Garcia-Zubia, Javier; Angulo, Ignacio; Rodríguez-Gil, L.; Orduña, Pablo; Dziabenko, Olga
Boole-WebLab-DEUSTO: Integration of a remote lab in a tool for digital circuits design Conference
Frontiers in Education Conference, IEEE, 2013, ISBN: 978-1-4673-5261-1.
Abstract | Links | BibTeX | Tags: digital electronics, Remote Labs, software design tools
@conference{García‐Zubía2013b,
title = {Boole-WebLab-DEUSTO: Integration of a remote lab in a tool for digital circuits design},
author = {Javier Garcia-Zubia and Ignacio Angulo and L. Rodríguez-Gil and Pablo Orduña and Olga Dziabenko},
url = {https://ieeexplore.ieee.org/document/6684945/},
doi = {10.1109/FIE.2013.6684945},
isbn = {978-1-4673-5261-1},
year = {2013},
date = {2013-10-26},
booktitle = {Frontiers in Education Conference},
publisher = {IEEE},
abstract = {This paper describes the integration of a remote lab in a tool for educational digital circuits. Boole-Deusto is an educational software tool featuring truth tables, Karnaugh maps, Boolean expressions, finite-state machines and digital circuits. After creating the design through Boole-Deusto, the user can implement the circuit in a remote lab (WebLab-Deusto) with only a few mouse clicks. The user does not need the technical knowledge, time, hardware equipment and specialized software that would normally be required. These conveniences benefit teachers and students alike, especially those involved in basic courses in digital electronics, both at the university and high school levels.
},
keywords = {digital electronics, Remote Labs, software design tools},
pubstate = {published},
tppubtype = {conference}
}
This paper describes the integration of a remote lab in a tool for educational digital circuits. Boole-Deusto is an educational software tool featuring truth tables, Karnaugh maps, Boolean expressions, finite-state machines and digital circuits. After creating the design through Boole-Deusto, the user can implement the circuit in a remote lab (WebLab-Deusto) with only a few mouse clicks. The user does not need the technical knowledge, time, hardware equipment and specialized software that would normally be required. These conveniences benefit teachers and students alike, especially those involved in basic courses in digital electronics, both at the university and high school levels.
Garcia-Zubia, Javier; Angulo, Ignacio; Dziabenko, Olga; Orduña, Pablo
Open Learning Approach with Remote Experiments: OLAREX Projec Conference
Global Engineering Education Conference (EDUCON), 2013 IEEE, vol. 3, no. 4, IEEE, 2013, ISBN: 978-1-4673-6110-1.
Abstract | Links | BibTeX | Tags: distance education, K-12 education, Remote Labs
@conference{García‐Zubía2013b,
title = {Open Learning Approach with Remote Experiments: OLAREX Projec},
author = {Javier Garcia-Zubia and Ignacio Angulo and Olga Dziabenko and Pablo Orduña},
url = {http://online-journals.org/index.php/i-jep/article/view/2871/2815},
doi = {10.1109/EduCon.2013.6530143},
isbn = {978-1-4673-6110-1},
year = {2013},
date = {2013-03-15},
booktitle = {Global Engineering Education Conference (EDUCON), 2013 IEEE},
journal = {International Journal of Online Engineering (iJOE)},
volume = {3},
number = {4},
pages = {15-22},
publisher = {IEEE},
abstract = {The project?s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies},
keywords = {distance education, K-12 education, Remote Labs},
pubstate = {published},
tppubtype = {conference}
}
The project?s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies
Garcia-Zubia, Javier; Angulo, Ignacio; Dziabenko, Olga; Orduña, Pablo
http://online-journals.org/i-jep/article/view/2871 Conference
Global Engineering Education Conference (EDUCON), 2013 IEEE, vol. 3, no. 4, IEEE, 2013, ISBN: 978-1-4673-6110-1.
Abstract | Links | BibTeX | Tags: distance education, K-12 education, Remote Labs
@conference{Garcia-Zubia2013b,
title = {http://online-journals.org/i-jep/article/view/2871},
author = {Javier Garcia-Zubia and Ignacio Angulo and Olga Dziabenko and Pablo Orduña},
url = {http://online-journals.org/index.php/i-jep/article/view/2871/2815},
doi = {dx.doi.org/10.3991/ijep.v3i4.2871},
isbn = {978-1-4673-6110-1},
year = {2013},
date = {2013-03-13},
booktitle = {Global Engineering Education Conference (EDUCON), 2013 IEEE},
volume = {3},
number = {4},
publisher = {IEEE},
abstract = {The project?s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies
},
keywords = {distance education, K-12 education, Remote Labs},
pubstate = {published},
tppubtype = {conference}
}
The project?s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies
2012
Fidalgo, A.; Alves, G. R.; Marques, A.; C. Viegas, M; C. Costa Lobo, M; Hernández, U.; Garcia-Zubia, Javier; Gustavsson, Ingvar
Using Remote Labs to Serve Different Teacher’s Needs Journal Article
In: Remote Engineering and Virtual Instrumentation (REV), 2012 9th International Conference on, 2012, ISBN: 978-1-4673-2541-7.
Abstract | Links | BibTeX | Tags: learning goals, real-world scenarios, Remote Labs
@article{Fidalgo2012,
title = {Using Remote Labs to Serve Different Teacher’s Needs},
author = {A. Fidalgo and G.R. Alves and A. Marques and C. Viegas, M and C. Costa Lobo, M and U. Hernández and Javier Garcia-Zubia and Ingvar Gustavsson },
url = {https://ieeexplore.ieee.org/document/6293149/},
doi = {10.1109/REV.2012.6293149},
isbn = {978-1-4673-2541-7},
year = {2012},
date = {2012-06-06},
journal = {Remote Engineering and Virtual Instrumentation (REV), 2012 9th International Conference on},
abstract = {Remote Laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers that gave support to students use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. And the last issue deals with the use of a multimeter in DC mode when reading AC values, a use that collides with the lab settings. All scenarios are presented and discussed including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information sharing between all actors, i.e. developers, teachers and students.
},
keywords = {learning goals, real-world scenarios, Remote Labs},
pubstate = {published},
tppubtype = {article}
}
Remote Laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers that gave support to students use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. And the last issue deals with the use of a multimeter in DC mode when reading AC values, a use that collides with the lab settings. All scenarios are presented and discussed including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information sharing between all actors, i.e. developers, teachers and students.
Tawfik, Mohamed; Sancristobal, Elio; Martin, Sergio; Gil, Charo; Pesquera, Alberto; Losada, Pablo; Peire, Juan; Castro, Manuel; Garcia-Zubia, Javier; Hernandez-Jayo, U.; Orduña, Pablo; Angulo, Ignacio; C. Costa Lobo, M; Marques, A.; C. Viegas, M; Alves, G. R.
VISIR: Experiences and Challenges Journal Article
In: International Journal of Online Engineering (iJOE), vol. 8, no. 1, 2012.
Abstract | Links | BibTeX | Tags: Engineering Education, Remote Labs, VISIR
@article{Tawfik2012,
title = {VISIR: Experiences and Challenges},
author = {Mohamed Tawfik and Elio Sancristobal and Sergio Martin and Charo Gil and Alberto Pesquera and Pablo Losada and Juan Peire and Manuel Castro and Javier Garcia-Zubia and U. Hernandez-Jayo and Pablo Orduña and Ignacio Angulo and C. Costa Lobo, M and A. Marques and C. Viegas, M and G.R. Alves },
url = {http://online-journals.org/index.php/i-joe/article/view/1879/2112},
doi = {10.399/ijoe.v8il.1879},
year = {2012},
date = {2012-02-01},
journal = {International Journal of Online Engineering (iJOE)},
volume = {8},
number = {1},
abstract = {It is of crucial importance the integration of practical sessions in engineering curricula owing to their significant role in understanding engineering concepts and scientific phenomena. However, the lack of practical sessions due to the high costs of the equipment and the unavailability of instructors has caused a significant declination in experimentation in engineering education. Remote laboratories have tackled this issues providing online reusable and shared workbenches unconstrained by neither geographical nor time considerations. Thereby, they have extremely proliferated among universities and integrated into engineering curricula over the last decade. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well. In addition, the paper address the next challenges and future works carried out at several universities within the VISIR community.},
keywords = {Engineering Education, Remote Labs, VISIR},
pubstate = {published},
tppubtype = {article}
}
It is of crucial importance the integration of practical sessions in engineering curricula owing to their significant role in understanding engineering concepts and scientific phenomena. However, the lack of practical sessions due to the high costs of the equipment and the unavailability of instructors has caused a significant declination in experimentation in engineering education. Remote laboratories have tackled this issues providing online reusable and shared workbenches unconstrained by neither geographical nor time considerations. Thereby, they have extremely proliferated among universities and integrated into engineering curricula over the last decade. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well. In addition, the paper address the next challenges and future works carried out at several universities within the VISIR community.
2011
Garcia-Zubia, Javier; Alves, G. R.
Using remote labs in education Book
University of Deusto Press, Bilbao, Spain, 2011, ISBN: 978-84- 9830-335-3.
Links | BibTeX | Tags: Education, Remote Labs
@book{Garcia-Zubia2011,
title = {Using remote labs in education},
author = {Javier Garcia-Zubia and G.R. Alves},
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/236667779_Using_Remote_labs_in_Education_two_little_ducks_in_remote_experimentation},
isbn = {978-84- 9830-335-3},
year = {2011},
date = {2011-12-01},
publisher = {University of Deusto Press, Bilbao, Spain},
keywords = {Education, Remote Labs},
pubstate = {published},
tppubtype = {book}
}
Orduña, Pablo; Irurzun, Jaime; Rodríguez-Gil, L.; Garcia-Zubia, Javier; Gazzola, Fabricio; Lopez-de-Ipiña, Diego
Adding New Features to New and Existing Remote Experiments through their Integration in WebLab-Deusto Journal Article
In: International Journal of Online Engineering (iJOE) , vol. 7, no. S2, pp. 33-39, 2011.
Abstract | Links | BibTeX | Tags: architecture, distributed, Remote Labs
@article{Orduña2011,
title = {Adding New Features to New and Existing Remote Experiments through their Integration in WebLab-Deusto},
author = {Pablo Orduña and Jaime Irurzun and L. Rodríguez-Gil and Javier Garcia-Zubia and Fabricio Gazzola and Diego Lopez-de-Ipiña },
url = {https://morelab.deusto.es/media/publications/2011/journalarticle/adding-new-features-to-new-and-existing-remote-experiments-through-their-integration-in-weblab-deusto.pdf},
doi = {10.3991/ijoe.v7iS2.1774},
year = {2011},
date = {2011-10-15},
journal = {International Journal of Online Engineering (iJOE) },
volume = {7},
number = {S2},
pages = {33-39},
abstract = {During the last decade, efforts have been made in the development and publishing of remote experiments for educational purposes. In order to reduce the duplicity of work and to improve the common requirements that are shared by different remote laboratories, remote experiment management platforms have been developed, such as MIT iLabs, LabShare Sahara or WebLab-Deusto. In this paper, we describe how the development of experiments is handled in WebLab-Deusto, supporting both managed (developed used the APIs provided by WebLab-Deusto) and unmanaged experiments (using Virtual Machines or LabVIEW), and comparing both approaches. It also shows the results of integrating remote experiments under this system, with the use case of VISIR, the electronics remote laboratory developed in BTH.},
keywords = {architecture, distributed, Remote Labs},
pubstate = {published},
tppubtype = {article}
}
During the last decade, efforts have been made in the development and publishing of remote experiments for educational purposes. In order to reduce the duplicity of work and to improve the common requirements that are shared by different remote laboratories, remote experiment management platforms have been developed, such as MIT iLabs, LabShare Sahara or WebLab-Deusto. In this paper, we describe how the development of experiments is handled in WebLab-Deusto, supporting both managed (developed used the APIs provided by WebLab-Deusto) and unmanaged experiments (using Virtual Machines or LabVIEW), and comparing both approaches. It also shows the results of integrating remote experiments under this system, with the use case of VISIR, the electronics remote laboratory developed in BTH.
Garcia-Zubia, Javier; Gustavsson, Ingvar; Hernandez, U.; Orduña, Pablo; Angulo, Ignacio; Rodríguez-Gil, L.; Lopez-de-Ipiña, Diego
Using VISIR: Experiments, Subjects and Students Journal Article
In: International Journal of Online Engineering (iJOE), vol. 7, no. 2, 2011.
Abstract | Links | BibTeX | Tags: analog electronics, Remote Labs, VISIR
@article{García‐Zubía2011,
title = {Using VISIR: Experiments, Subjects and Students},
author = {Javier Garcia-Zubia and Ingvar Gustavsson and U. Hernandez and Pablo Orduña and Ignacio Angulo and L. Rodríguez-Gil and Diego Lopez-de-Ipiña },
url = {http://online-journals.org/index.php/i-joe/article/viewFile/1769/1946},
doi = {10.3991/ijoe.v7iS2.1774},
year = {2011},
date = {2011-10-01},
journal = {International Journal of Online Engineering (iJOE)},
volume = {7},
number = {2},
abstract = {The paper presents the results of applying the VISIR (Virtual Instrument Systems in Reality) system at the course of analog electronics for various degrees of the Faculty of Engineering of the University of Deusto (Spain). The efficiency of the VISIR had been monitored during past three years. Students? feedback was collected and analyzed. The research shows: 1) VISIR system is functional and useful learning instrument; 2) teacher experience at VISIR plays crucial role in its integration into student experimentation activities; 3) students get best knowledge and skills in the analog electronics from combination of experiments at traditional laboratory and remote lab/ VISIR.},
keywords = {analog electronics, Remote Labs, VISIR},
pubstate = {published},
tppubtype = {article}
}
The paper presents the results of applying the VISIR (Virtual Instrument Systems in Reality) system at the course of analog electronics for various degrees of the Faculty of Engineering of the University of Deusto (Spain). The efficiency of the VISIR had been monitored during past three years. Students? feedback was collected and analyzed. The research shows: 1) VISIR system is functional and useful learning instrument; 2) teacher experience at VISIR plays crucial role in its integration into student experimentation activities; 3) students get best knowledge and skills in the analog electronics from combination of experiments at traditional laboratory and remote lab/ VISIR.