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Open research questions in Experimental Learning in Engineering

194 unresolved questions extracted from the limitations and future-work sections of 2,931 Experimental Learning in Engineering papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Developing a web-based learning platform that offers custom interactive simulations for engineering students. Integrating a curriculum-aware simulation library that surfaces relevant modules based on a student's current academic context. Addressing the gap between simulation and assessment.

    Implementation of VisualizeIT: An Interactive Simulation Platform for Engineering Education · 2026 · DOI

  • Future research could investigate the effectiveness of VisualizeIT in improving student understanding of core engineering subjects. Future research could also explore the potential of integrating VisualizeIT into existing engineering curricula. Further development of the platform could involve adding more features, such as real-time feedback and adaptive difficulty adjustment.

    Implementation of VisualizeIT: An Interactive Simulation Platform for Engineering Education · 2026 · DOI

  • The study suggests the need for further investigation to robustly evaluate the long-term impact of the platform on engineering curricula. The study implies the need for incorporating control groups and longitudinal assessments in future studies. The study highlights the potential for using the ARCHIE robot in other areas of engineering education.

    From simulation to reality: a learning methodology for understanding control systems and robotic arms with the ARCHIE robot · 2026 · DOI

  • The gap between theoretical concepts and real-world implementation in control systems and robotics education. The lack of emphasis on control theory within robotic contexts at the university level. The need for effective tools for student learning in control systems and robotics.

    From simulation to reality: a learning methodology for understanding control systems and robotic arms with the ARCHIE robot · 2026 · DOI

  • The paper does not provide a comparison with other similar systems. The sample size of 32 undergraduate students may not be representative of the entire population. The system is limited to a virtual environment and may not provide the same experience as a physical laboratory.

    Design and Implementation of an Immersive VR- Based Labs for Power Electronics Education · 2026 · DOI

  • To extend the use of VR technology to other fields of engineering education. To conduct further studies to compare the effectiveness of the proposed system with other similar systems. To improve the system by incorporating more features and experiments.

    Design and Implementation of an Immersive VR- Based Labs for Power Electronics Education · 2026 · DOI

  • The study was conducted with undergraduate physics students at St. Xavier's College, Kolkata. The platform's development was limited to replicating the experimental setups available at St. Xavier's College, Kolkata.

    Bridging the gap between virtual and physical laboratories: a web-based interactive platform for undergraduate physics practicals · 2026 · DOI

  • There is a need for more detailed investigations into the learning benefits of remote laboratories. There are few examples in the literature of studies focused on the use of specific learning strategies with online laboratories. The literature lacks a framework for STEM online laboratory learning objectives.

    An investigation into the breadth of learning objectives developed in STEM online laboratories · 2026 · DOI

  • Limited physical resources, scheduling constraints, and barriers to accessibility in traditional laboratory courses - The need for scalable and inclusive laboratory education

    Expanding Remote Embedded Systems Education · 2026 · DOI

  • This paper has presented the curricular and technical evolution of the MICRO Remote Lab at the THM. Building upon its initial deployment in the MPT module, MICRO has since been extended into multiple courses, including TCS2, DT, and the CSP. iJAC | Vol. 19 No. 1 (2026) International Journal of Advanced Corporate Learning (iJAC) 39 Czekansky et al. These integrations demonstrate that a single remote laboratory architecture can support diverse learning objectives ranging from low-level register programming to high-level prototyping and digital logic design. The platform thereby provides students with a coherent and progressive learning pathway in embedded systems education. On the technical side, MICRO has been enhanced through automated EDA integration for circuit analysis, collaborative shared sessions, and the incorporation of low-cost, multi-function instruments. These features significantly expand the pedagogical reach of the platform, enabling scalable operation, authentic teamwork scenarios, and richer experimental interactions. Several lessons emerge from these efforts. MICRO’s curricular integration demonstrates the importance of continuity across abstraction levels, as students benefit from encountering the same platform in different contexts. At the same time, challenges such as technical robustness and the limited tactile component of remote experimentation underline the continued relevance of hybrid approaches. Looking ahead, the MICRO initiative will pursue several directions. First, formal evaluation studies are planned to assess learning outcomes across modules systematically. Second, the platform is being prepared for open-source release, which will enable adoption by other institutions and foster international collaboration. Third, future work will focus on integrating automated assessment and learning analytics to support competence-based education further. Finally, MICRO is increasingly being used in interdisciplinary project-based learning formats, such as the CSP. A detailed account of these experiences will be provided in forthcoming works. In summary, MICRO has evolved from a pragmatic solution to pandemic-related constraints into a scalable and flexible educational infrastructure. By linking technical innovation with curricular breadth, the platform contributes to making embedded systems education more inclusive, accessible, and future-oriented. 7 REFERENCES B. Balamuralithara and P. C. Woods, “Virtual laboratories in engineering education: The simulation lab and remote lab,” Computer Applications in Engineering Education, vol. 15, no. 1, pp. 108–118, 2009. https://doi.org/10.1002/cae.20186 M. C. Stenson, J. K. Fleming, S. L. Johnson, J. L. Caputo, K. E. Spillios, and A. E.

    Expanding Remote Embedded Systems Education · 2026 · DOI

  • Developing science process skills and digital competency in undergraduate physics education students. Integrating Arduino-IoT environments in STEM education. Addressing the gap in research on integrated Arduino-IoT environments.

    Transforming Science Learning Through Arduino-IoT Integrated 3C-STEMLAB: Skills and Digital Competency · 2026 · DOI

  • Limited research examines how integrated Arduino-IoT environments can develop science process skills and digital competency. The study addresses the gap by examining the effectiveness of Arduino-IoT integrated 3C-STEMLAB environments.

    Transforming Science Learning Through Arduino-IoT Integrated 3C-STEMLAB: Skills and Digital Competency · 2026 · DOI

  • The sample size is limited to 609 teachers. The study only analyzed teachers from Spain. The study did not use probabilistic sampling.

    Factors influencing the use of virtual simulations by science teachers in secondary education · 2026 · DOI

  • There is a lack of research on the factors that influence the use of virtual simulations by science teachers. Prior studies have focused on the benefits of virtual simulations, but not on the challenges faced by teachers.

    Factors influencing the use of virtual simulations by science teachers in secondary education · 2026 · DOI

  • The integration of HEV technology into vocational education curriculum is urgent, given the rapid growth of the automotive industry focused on environmentally friendly vehicles. The development of effective HEV teaching materials that integrate digital project-based learning and simulations is a challenge. The lack of competency-based vocational education programs for HEV technicians is a challenge.

    Design of Teaching Materials for Hybrid Electric Vehicles Fundamentals in Vocational Education: a Systematic Literature Review · 2026 · DOI

  • Students often face challenges connecting theoretical concepts with experimental practice. The laboratory component of Chemistry courses can be difficult for students. There is a need to enhance student learning outcomes in undergraduate General Chemistry laboratory courses.

    Uncovering the impact of integrating virtual labs into General Chemistry wet-lab sequence on student's scientific skills · 2026 · DOI

  • The gap in the literature is the lack of understanding of the characteristics of successful online science learners. The paper identifies the need for innovative approaches to science education in online learning environments.

    From Labs to Laptops · 2026 · DOI

  • Students' low mathematical communication skills are caused by difficulties in visualizing abstract calculus concepts. The lack of effective tools to assist students in visualizing integral areas and improving their mathematical communication skills.

    Visualizing the invisible: A deep learning-based VR module to enhance students’ communication of integral area concepts · 2026 · DOI

  • However, the scope is limited to the area of an integral at the high school level; thus, further research is required to test its efficacy on more complex spatial concepts like solids of revolution or multiple integrals across broader student demographics to ensure long-term knowledge retention.

    Visualizing the invisible: A deep learning-based VR module to enhance students’ communication of integral area concepts · 2026 · DOI

  • The study has a limited sample size of 56 students. The study only evaluates the technical performance and pedagogical impact of the platform in a specific context. The study does not provide a detailed comparison with other similar platforms.

    Multi-Robot Platform for Remote Robotics Teaching in Virtual Environments · 2026 · DOI

  • To evaluate the effectiveness of the platform in different contexts and with larger sample sizes. To develop new features and functionalities for the platform. To compare the platform with other similar platforms and approaches.

    Multi-Robot Platform for Remote Robotics Teaching in Virtual Environments · 2026 · DOI

  • The system requires substantial manual and grid intervention. The autonomy claim is limited by the excluded interventions and measurement uncertainty. The course does not present the system as fully autonomous or space-ready.

    Automated Solar-Driven Ecosystem Design: From Biotopes to Life Support Systems · 2026 · DOI

  • Further development of the syllabus and laboratory handbook. Expansion of the course to include other types of ecosystems. Investigation of the application of the course to other fields, such as environmental monitoring and resilient infrastructure.

    Automated Solar-Driven Ecosystem Design: From Biotopes to Life Support Systems · 2026 · DOI

  • The current prototype of KonnectXR has limitations in terms of scalability and user experience. The platform's ability to support large-scale adoption and long-term sustainability is unknown. The effectiveness of KonnectXR in improving learning outcomes is not yet evaluated.

    Design and early development of an open-source XR platform for immersive, secure, and scalable technician education · 2026 · DOI

  • Potential expansions include the integration of advanced analytics to monitor user interactions in real-time. Future research can focus on evaluating the effectiveness of KonnectXR in improving learning outcomes. The platform can be adapted to various disciplines beyond the initial four ATE domains.

    Design and early development of an open-source XR platform for immersive, secure, and scalable technician education · 2026 · DOI

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194 open questions have been extracted from the limitations and future-work passages of 2,931 Experimental Learning in Engineering papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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