[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-85263-en":3,"doc-seo-85263-105":29,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":13,"seo_description":14,"update_tm":27,"read_time":28},85263,1374391974585,"Genevieve","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","Effectiveness Of Using Remote Laboratory in Promoting Simulation and Verification Tools","The document addresses the need for practical, hands-on experimentation methods during the pandemic-driven shift to remote learning, focusing on reliable access to specialized hardware such as FPGA equipment. It proposes and implements a virtual breadboard feature enabling students to remotely operate FPGA hardware and complete lab assignments. Evaluation using surveys from both students and industry partners shows the approach converts a traditionally in-person lab into a workable online format. Industry perspectives further support remote labs as a sustainable way to emphasize simulation and verification skills.","arXiv :2607 . 10900v1 [ cs .CY] 12 Jul 2026  \nEffectiveness Of Using Remote Laboratory in Promoting Simulation and Verification Tools  \nShuowei Li [0000−0003−4934−4691] and Rania Hussein [0000−0002−2859−9401]  \nUniversity of Washington, Seattle WA 98195, USA {lis26, [ruhssein](ruhssein}@uw.edu)[}](ruhssein}@uw.edu)[@uw.edu](ruhssein}@uw.edu)  \nAbstract. The transition to remote learning during the pandemic has necessitated the development of new methods for conducting hands-on experiments. One significant challenge in this transition has been providing students with reliable and sustainable access to necessary hardware components, particularly for courses that require substantial equipment.  \nAdditionally, industry partners have high expectations for students tobe proficient in simulation and verification tools. To address these challenges, we implemented a virtual breadboard feature that allows students to remotely access Field Programmable Gate Array (FPGA) hardware and complete lab assignments. Our evaluation of this approach, which included surveys of students and industry partners, revealed that it effectively transformed a traditionally in-person lab assignment into an online modality. Furthermore, this paper presents the perspective of industry professionals on verification and simulation tools as a highly desirable skill in the industry, a skill that remote labs tend to emphasize which makes remote labs a viable educational solution that can continue to be utilized even after the pandemic.  \nKeywords: Remote Laboratory, Simulation and Verification tools,  \nEvaluation of Online Labs  \n1 Introduction  \nUniversities have historically taught Field Programmable Gate Arrays (FPGAs) courses utilizing on-campus labs, which are equipped with workbenches, PCs, and other auxiliary tools [1] . Students must be physically present in the laboratories to engage with this equipment and complete assignments. Due to the Covid-19 epidemic, a new teaching strategy focused on leveraging a worldwide network of remote laboratories was required because this technique was not practical. According to research, students who use remote lab facilities are better prepared to build engineering systems [2] .  \nThe purpose of remote laboratory facilities is to remotely operate and manage specialized experimental facilities in order to teach students knowledge in many engineering domains. Traditionally, online education is not favored in engineering courses requiring students to be physically present in the laboratory, since hands-on physical experiences play a central role in engineering education [3,4] .  \n2 S Li et al.  \nIn addition, hands-on physical experiments help students achieve the expected learning outcome, promote reasoning skills, and professional preparation for the workforce [5,6] .  \nWith computer technology advancements, people have introduced multimedia to facilitate engineering education. Examples of multimedia include interactive on-screen experiments procures, virtual simulations, automated data acquisition, and quantitative analysis of experiments. These computer-based technologies redefined the ”hands-on” experiences. The Covid-19 pandemic further simulates the widespread proliferation of remote laboratories. Remote laboratories have gained popularity, particularly during the Covid-19 pandemic, due to their accessibility, ease of use, and affordability. As a result, various initiatives for creating remote and virtual laboratory systems have been put forth.  \nSpeech-based virtual assistants have been applied to various application areas. Callaghan et al. [7] investigated how to use virtual reality, the Internet of Things (IoT), and voice-controlled virtual assistants to guide students through their experiments, provide supplemental teaching resources as needed, and access, control, and configure instruments and hardware while providing formative and summative feedback. Ak et al. [8] presented the design and implementation of the r","cbCaivehMuXbGKe8","https://ap.wps.com/l/cbCaivehMuXbGKe8","pdf",3361355,1,11,"English","en",105,"# Evaluation of Online Labs\n## Introduction\n## Background","[{\"question\":\"What problem does the paper target when moving engineering labs to remote learning?\",\"answer\":\"It targets the difficulty of giving students reliable, sustainable access to necessary hardware components, especially in equipment-heavy courses, and meeting industry expectations for simulation and verification tool proficiency.\"},{\"question\":\"What solution is implemented to support remote FPGA lab assignments?\",\"answer\":\"A virtual breadboard feature is implemented, letting students remotely access FPGA hardware and complete lab tasks through an online workflow.\"},{\"question\":\"How is the remote lab approach evaluated and what are the results?\",\"answer\":\"The paper evaluates the approach with surveys and interviews from students and industry partners. The findings indicate the remote lab effectively transforms in-person assignments into an online modality and increases students’ time spent using simulation tools, improving their simulation skills.\"}]",1784202145,28,{"code":4,"msg":30,"data":31},"ok",{"site_id":24,"language":23,"slug":32,"title":13,"keywords":33,"description":14,"schema_data":34,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":27},"effectiveness-of-using-remote-laboratory-in-promoting-simulation-and-verification-tools","",{"@graph":35,"@context":85},[36,53,68],{"@type":37,"itemListElement":38},"BreadcrumbList",[39,43,47,50],{"item":40,"name":41,"@type":42,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":44,"name":45,"@type":42,"position":46},"https://docshare.wps.com/document/","Document",2,{"item":48,"name":12,"@type":42,"position":49},"https://docshare.wps.com/document/research-report/",3,{"item":51,"name":13,"@type":42,"position":52},"https://docshare.wps.com/document/effectiveness-of-using-remote-laboratory-in-promoting-simulation-and-verification-tools/85263/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":40,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-17","2026-07-16",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What problem does the paper target when moving engineering labs to remote learning?","Question",{"text":75,"@type":76},"It targets the difficulty of giving students reliable, sustainable access to necessary hardware components, especially in equipment-heavy courses, and meeting industry expectations for simulation and verification tool proficiency.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What solution is implemented to support remote FPGA lab assignments?",{"text":80,"@type":76},"A virtual breadboard feature is implemented, letting students remotely access FPGA hardware and complete lab tasks through an online workflow.",{"name":82,"@type":73,"acceptedAnswer":83},"How is the remote lab approach evaluated and what are the results?",{"text":84,"@type":76},"The paper evaluates the approach with surveys and interviews from students and industry partners. 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