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Remote access laboratories are increasingly being integrated into undergraduate engineering curricula on a global scale. Despite the vast body of literature dealing with remotely-accessible laboratories, the majority of papers have focused on the technical merits of a particular implementation, rather than on the implications of remote access experimentation on engineering pedagogy. Recently, a few studies have attempted to quantify the effects of the remote access modality on students’ learning outcomes. These initial pedagogical studies have indicated that there is indeed a difference between proximal and remote experimentation in terms of learning outcomes. However, the question still unanswered is if these observed differences are a result of the physical separation between student and hardware, or rather are a result of the computermediated interface used to control the remote hardware. This paper discusses the results of a comprehensive study comparing the pedagogical effects of remote vs. proximal experimentation that includes control over the effects of the computer-mediated interface. Two groups of students performed the same experiment proximally and remotely using the same computer interface, and the learning outcomes are examined.

The Effects Of Computer Interface On Learning Outcomes In Remote Access Laboratories