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Open research questions in Experimental Learning in Engineering

32 unresolved questions extracted from the limitations and future-work sections of 2,810 Experimental Learning in Engineering papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Plans for expanding and 1. Planned work includes usability studies, technical Defines the next phase of development needed to enhancing KonnectXR benchmarking, and pilot testing with instructors and evaluate effectiveness, improve scalability, and students support long-term sustainability 2.

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

  • 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

  • Recommendation for Researchers: Future research should investigate cross-disciplinary 3C-STEMLAB extensions, equity and access considerations across diverse institutional contexts, and the integration of industry partnerships while examining optimal technology integration models for different educational settings and learner populations.

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

  • No empirical comparison isolates how different representational formalisms (HDL, dataflow diagrams, finite-state machines) differentially affect learner precision and instructional efficiency in embedded systems education. While [9] describes an e-learning system with HDL design tools and [7] reports project-based learning effectiveness, neither systematically contrasts the cognitive or pedagogical impact of distinct representational choices on measurable learning outcomes.

    Development of an Educational System for Embedded System Engineering and Practice of the Training Program · 2010 · DOI

  • Based on these observations, we conclude that the evidence of training-pro- duced changes in job behavior, though present, is severely limited by the two major considerations we have mentioned. Primarily then, our review has brought out weaknesses and gaps in the research related to the effects of laboratory education.

    Laboratory Education: Impact on People and Organizations · 1968 · DOI

  • Firstly, the online laborato- ries that were assessed using the framework were all developed at the same Univer- sity and so the trends and gaps in laboratory learning objectives that were identified may not be representative of online laboratories more widely.

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

  • However, challenges remain, such as the limited range of components available; issues stemming from insufficient knowledge; problems related to mobile phone usage; and lack of accessibility for visually impaired students.

    Exploring Students’ Perception of Virtual Laboratory Adoption on an IoT Course · 2025 · DOI

  • Whilst knowledge and skill acquisition are the major focus of university assessment, the self-regulation of anxiety felt by students is a major predictor of success, and this key finding is an under-studied and under-appreciated aspect of the use of virtual online simulations.

    Online laboratory simulations as a pedagogy to reduce anxiety and build confidence for student success · 2024 · DOI

  • The competences acquired through these are usually contextualized in laboratory environments, using for its physical samples of welds, which used to be are scarce and expensive.

    Learning methodology based on weld virtual models in the mechanical engineering classroom · 2019 · DOI

  • Littlefield Technologies is a popular simulation used in operations management education; however, there is limited literature providing guidance on how to successfully implement the simulation into a postsecondary course.

    Lessons Learned from Implementing Web-Based Simulations to Teach Operations Management Concepts · 2013 · DOI

  • This paper discusses the experiments designed to teach various wireless communication concepts to the students on a weekly basis, as well as the interesting projects and the other course requirements, which could be replicated by other universities.

    A Wireless Communications Systems Laboratory Course · 2009 · DOI

  • This paper attempts to answer through a variety of real-life examples the following open questions: What are the practical and pedagogical advantages of using an open source software with respect to proprietary software for power system analysis?

    An Open Source Power System Virtual Laboratory: The PSAT Case and Experience · 2008 · DOI

  • These new virtual manipulatives have all the useful properties of existing computer manipulatives while overcoming many of their disadvantages, yet very little is known or written about them.

    What Are Virtual Manipulatives? · 2002 · DOI

  • A commercial motor or at least a practical motor should be examined and its parts identified with the simple but inefficient parts of the demonstration motor.

    Teaching the electric motor · 1928 · DOI

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32 open questions have been extracted from the limitations and future-work passages of 2,810 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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