REMOTE EXPERIMENTATION USING AUGMENTED REALITY

Salaheddin Odeh
Department of Computer Engineering, Faculty of Engineering, Al-Quds University, Abu Dies, Jerusalem,
Palestine
sodeh@eng.alquds.edu

Shatha Abu Shanab

Electronic and Computer Engineering Master Program, Faculty of Engineering, Al-Quds University, Abu Dies,
Jerusalem, Palestine
eng.shatha@yahoo.com

ABSTRACT
In engineering and science education, laboratories represent an essential part of the
study curriculum, and studies are incomplete if laboratories are not present.
Laboratories cover the practical side of engineering studies, through which
students can improve their theoretical knowledge as a stable basis to strengthen
their skills required for enabling them to deal with any real problem in the future
after graduation. This research tries to realize the idea of combining internet
laboratories with augmented reality. This is what we can designate as an
Augmented Reality Internet Laboratory (ARI-Lab). Definitively, augmented
reality is to combine the interactive real world with a generated world by an
interactive computer system in such a way that they appear as one environment. It
shows the real world with an overlay of additional information so that the user can
not distinguish between the real world and the virtual augmentation [1], [2]. In our
consideration, a web-based remote experimentation using augmented reality is
achieved through the facts that students can carry out an engineering experiment
represented by real and virtual elements, components and equipments, through
overlaying real kits with virtual (graphical) objects. AR technologies make
possible the interaction between students and the graphically represented remote
experiment to be no longer restricted in a face-to-screen fashion; rather it will be
strived to dissolve students in a remotely located real environment laboratory. A
number of modern laboratory instruments and equipments can only not be
controlled and accessed interactively, but rather more through special kind of
interfaces as well, enabling us to control and to implement the experiment via the
internet. In this contribution, it will be shown how we can design, develop and
implement an interactive web-based ARI-Lab.

Keywords: Augmented Reality (AR), human-computer interaction, experimenting

kit, remote laboratories, distributed systems, usability testing, C# and .NET.

1 INTRODUCTION interaction between students and instructors.

The main goal of an engineering or a science
laboratory is to provide students with the practical
skills through experimenting with real devices and
instruments [3], offering them a complete learning,
which consists of a mixture of theoretical and
practical sessions for enabling them to deal with and
to solve any real world problem after graduation. In
recent time, the usage of laboratory simulator
programs has been increased rapidly. Although
students can build their circuits and test it by these
programs, simulator programs are mostly based on
mathematical models characterized by giving
inaccurate real calculations, dealing with graphically
or virtually represented equipments, and lacking of
Simulator programs serves as a supportive
complementary for traditional laboratories and could
not be replaced by face-to-face laboratory rooms.
Nowadays, the creation of remote laboratories
that students can access at any time and from any
place is possible through the facts that internet
technologies offer a new education and training
system and contemporary laboratory instruments
already support remote control via the internet.
Conventional experimentation has several constraints
left unsolved. For example, time restriction
constraints organizing for evening part-time students,
resource intensiveness increases teaching costs to
operate conventional labs requiring equipments,
space, manpower, safety etc., time limitation

Ubiquitous Computing and Communication Journal 1

complicates course organization around an
experiment, and last, but not least, using shared
equipments leads to the so-called “Driver-passenger”
syndrome. By contrast, there are several advantages
of the internet remote experimentation such as
solving most of above problems, accessing the
remote experimentation through a standard web
browser anytime and anywhere, and manual
procedures etc. are also available and accessible at
the same time.
Apart from these benefits, there are several
complicating factors in the architecture of remote
environments such as time-, transmission- and
operation delays as well as incomplete feedback.
Additionally, there are many devices originally
designed for direct control, and thus do not have
adequate sensors or status information so that its
integration in remote experiment requires an
additional efforts and costs.
Unfortunately, most of remote laboratories
represent its instruments and equipments graphically,
leading to decrease the reality environment of remote
labs [3], [4]. This research tries to compensate this
lack of information visualization by augmented
reality (AR). Rather than showing either the actual
world or a virtual world, augmented reality shows
the real world with an overlay of additional
information so that the user can’t distinguish
between the real world and the virtual
augmentation [1], [2]. Nowadays, augmented reality
technology offers new applications in the human life
in many forms. It may range from medical and
military systems [5] to applications for
entertainments [6], manufacturing, maintenance, and
repair [7]. Analyzing and understanding how AR has
been implemented and applied, can, therefore, be of
great significance regarding contributing of newer
ideas to applying AR in internet laboratories.
This paper shows the techniques and methods
necessary to apply AR to internet laboratories for
achieving web-based remote experimentation based
on augmented reality or augmented reality internet
laboratories. That is, students can carry out an
engineering experiment represented by real and
virtual elements, components and equipments,
through overlaying real kits with virtual (graphical)
objects. The combined objects consisting of both
computer graphics of electronic elements and real
electronic elements are familiar to students. An ARI-
Lab is a system composed of hardware and software
components that enable students to perform their
experiments via conventional web browser so that
students can independently learn from time and place.
Ubiquitous Computing and Communication Journal
2 AUGMENTED REALITY: DEFINITION,
COMPARISON AND APPLICATIONS
Definitively, augmented reality is the
combination of the interactive real world with an
interactive computer-generated world in such a way
that they appear as one environment, such that the
user can’t distinguish between the real world and the
virtual augmentation [1], [2]. While AR augments
the user's view of the real world by composing
virtual objects with their real world counterparts,
necessitating that the user maintains a sense of
presence in that world, Virtual Reality immerses a
user inside a virtual world that completely replaces
the real world outside [1], [2]. It breaks the physical
limitations of space and allows users to act as though
they were somewhere else [9]. It is to note that
mixtures of the two approaches are possible,
depending on the application field to be manipulated.
Fig 1 classifies AR on the reality virtually (RV)
continuum dimension.
In recent years, AR has been successfully
applied in various fields. One of the applications of
AR is to provide visualization of hidden
objects [1], [2], [8], [10]. In the following, we are
going to mention some examples, where AR has
been successfully applied.
Figure 1: Reality Virtually (RV) Continuum [6]
• Process control [11]: Video information is used
as sensor data to control process variables that
are difficult to measure. Operators use real-life
process pictures along with an overlay of signal
values visualized by virtual objects to control
the technical process. The interfering between
video pictures and signal values is what makes
the system AR.
• Medical systems [12]: AR systems create 3D
volume visualizations from CT (computerized
tomography) or MRI (magnetic resonance
imager) data for surgery. AR systems can view a
volumetric rendered image of the fetus overlaid
on the abdomen of the pregnant woman or
present an overlay of an acoustic neuroma after
resection, showing how it had entered the
internal auditory meatus.
• Military systems [5]: AR systems display
information to the pilot on the windshield of the
cockpit or the visor of their flight helmet.
Solders receive information about their
environment (e.g. locations of friends and foes)
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 and information that helps them to coordinate
their locations.
• Entertainment [6]: AR can be applied to enhance
games that people play. The image that the
players see is not only of the game area and their
real opponents but virtual players are also
playing along with them.
• Manufacturing, Maintenance and Repair [7]: For
manufacturing, maintenance and repair, AR
systems insert additional information into the
field of view such as outputting labels displayed
at parts of a system and along with operating
instructions while repairing a system by a
mechanic.
3 DISTRIBUTED SYSTEM ARCHITECTURE
Distance laboratories enable remotely located
students to complete lab experiments unconstrained
by time or geographical considerations. They have
the opportunity to practice their experimental
laboratory by obtaining live data in real time similar
to face-to-face classroom lab. In addition to the
ability that an ARI lab offers students the possibility
to experiment real-time labs remotely from any place
and at any time [10], it presents the experimental kit
through real videos combined with an overlay of
virtual objects. However, in our approach, setting up
computer graphics of electronic elements and
Figure 2: System architecture of the augmented reality environment for web-based remote experimentation
Ubiquitous Computing and Communication Journal
equipments overlaid on real-time video of the
experimental kit is what makes our distance learning
environment augmented-realistic, aiming at
providing engineering students a quasi real
environment lab.
The application server (Fig. 2) is responsible for
the application processing and data management,
where as a client runs the representation software,
the web-based AR user-interface. The best
architectural model for describing the order of these
distributed subsystems is the thin-client model [13].
By contrast, in the fat-client model, the server
undertakes only the data management and the client
software implements the application logic and the
interaction with the users. The events for controlling
the system could be either interactive commands
entered by the students or control signals given by
the experimental kit on its interface. That is, our
system is categorized as an event-processing system.
The architecture proposes that our distributed
application should be made of these components (Fig.
2):
3.1 Web server
The web server is the communication
middleware over the internet between the clients (the
students) and the remote experiment, whose
visualization on the client side bases on the
augmented reality technology. A web browser serves
as mediator between the implementing student and
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the lab server, representing the central unit of the e-
learning environment and functioning along with the
web server as a coordinator between the various
components.
3.2 Lab Server and remote experiment
At the server end, laboratory instrumentations
and the experimenting kit are connected to the server
designated here as lab server. The lab server
communicates with the web server to exchange data
with the remote distributed clients via the internet.
As previously discussed, internet remote
experimentation are aimed at using of real
instruments and equipments in laboratories instead of
simulations. Fortunately, most of the current
instrumentations such as oscilloscopes and
multimeters are provided with control through PCI
GPIB (General Purpose Interface Bus) card and
GPIB cable [14], allowing PCs to communicate with
over 2000 instruments made by over 200
manufacturers. This technological progress is what
makes internet remote experimentation possible
because of the facts that these instruments make
measured values available for other systems sharing
the same GPIB. The main purpose of the general
purpose-interface bus (GPIB) is to send information
between two or more devices. An internet remote
experiment can be any one of engineering or science
labs covering topic related to electric circuits or
electronics consisting of resistors, capacitors,
inductors, electromechanical modules and so on. One
drawback the expansion of conventional experiments
is time and cost intensive is because remote
experiment designers have to reform and expand
conventional experiments for allowing them to be
easily integrated in contemporary remote e-
laboratories.
Before sending any data, GPIB devices must be
configured to send the data in the proper order and
according to the proper protocol. The electrical
specifications as well as the cables, connectors,
control protocol, and messages required to allow
information transfer between devices are defined by
the IEEE-488 standard [15]. For instance, by
chaining IEEE-488 cables from one device to the
next, it is possible to connect up to 14 devices
together. IEEE-488 supports data transfer at up to 1
Mbytes/sec. In addition to simple data transfers, the
IEEE-488 standard defines a number of specialized
commands for interface programming in the form of
subroutines available as programming libraries for
different programming languages such as C, Pascal,
C# etc.
Augmented reality interfaces for web-based
remote experimentation demand real-time videos
combined with virtual user-interface objects.
Therefore, a high quality web-cam is necessary to
send real-time video of the experiment to give
realistic feedback for the students. Next section
Ubiquitous Computing and Communication Journal
describes how the web-based AR user-interface
allows students to control the experiment kit and
instruments remotely through operating the virtual
elements presented on the live-video frame, causing
real responses of the remote physical experiment to
be transferred back to client; thus, students feel as
being in the real class room lab.
Another functionality of the lab server is to
mange and to schedule students' accesses into the
system. On the lab server, every registered student
has an account, in which his/her login name and
password, results and marks of the experiment
quizzes and tests, schedule data of accessible time
are stored. When a student tries to access to the
experiment, the management and the schedule
component examines whether he/she is allowed to do
this according to a schedule time-table. Moreover,
this component manages the registration procedures
of the students for enabling them to execute the
experiment. The entered data will be temporarily
stored and after its verification by the experiment
administrator, it will be stored in the database
permanently. The system informs the students about
the failure or the success of their registration
attempts by email confirmations. Once the login
name and password entered by a student are correct,
the lab server establishes a connection between the
user-client and the remote experiment. Students and
instructors have different web-based user interfaces
tailored to their special needs.
3.3 User Client: a web-based AR user-interface
One important goal of this research project is to
access the web-based AR lab through the internet via
a conventional web browser such as Microsoft
Internet Explorer and Netscape, providing a suitable
mean for data exchange between the user-interface
and the lab server. When a student activates the URL
address of the web-based AR lab, the web browser
loads the start web-page of the experiment lab, which
encompasses an authentication page for entering the
system through a correct user name and password.
When designing the web-based AR interface,
various human-computer interaction rules for user-
interface design have to be taken into account. These
are consistency of data display (labeling and graphic
conventions), efficient information assimilation by
the user, minimal memory load on user,
compatibility of data display with data entry,
flexibility for user control of data display,
presentation of information graphically where
appropriate, standardized abbreviations, presentation
of digital values only where knowledge of numerical
value is necessary and useful [16].
In the section "User-Interface and Experimental
Kit Development" it will be shown, how students
interactively implement the electronic circuit via the
AR lab interface managed by a conventional web
browser. The interaction between the students and
4
the user-interface takes place visually and through an
interaction device such as keyboard and mouse.
3.4 E-Instructor
Students might connect sensitive circuit
elements such as ICs with power supply elements
falsely, causing these components to get damaged.
As such, there is a need to provide the system with a
further software component, which protects the
system from damage in that it prevents dangerous
circuit configurations like short circuits or unwanted
high power connections. Since this software
component undertakes some activities of a human
instructor, it could be designated as e-instructor. In
the future, the e-instructor can be expanded to a
simplified rule-based system, embracing conditional
rules in the form "if-then" about the correct
experiment configuration. Johannsen [17] expanded
the rule-based system architecture presented by
Raulefs [18] with additional components that are
what makes a rule-based system to be embeddable in
a real-time system. The e-instructor evaluates the
rules cyclically to react in according to students'
implementations on the experimental kit.
4 SYSTEM REQUIREMENTS AND DESIGN
Sommerville [13] notes that, in most cases, the
requirements and design issues of research projects
are uncertain; therefore, while developing and
implementing the system, we have followed the
prototyping approach. The system software and
hardware crystallize incrementally within an iterative
process, in which each increment includes new
system functionality. In the iterative process, the
stages: specification, design, development, and
testing are not chained, but rather interleaved and
concurrent.
From Fig. 2, the augmented reality environment
for web-based remote experimentation is not only
composed of pure technical software and hardware
components, but it encompasses ergonomic
aspects [19] for allowing effective human-computer
interaction [16]. The user-interface plays a central
role for obtaining a harmonic interaction with the
whole lab, necessitating to create it with an
interactive development system like Microsoft
Visual Web Developer 2005 Express Edition along
with these tools: Microsoft Visual C# 2005 Express
Edition [20], Microsoft SQL Server 2005, Web
Server: IIS (Internet Information Service), as well as
Web Development. All these tools are integrated in a
convenient developmental .Net environment with
powerful user-interface tools and rich libraries for
creating user-interface components to enable data to
be displayed in many forms.
Ubiquitous Computing and Communication Journal
5 USER-INTERFACE AND EXPERIMENTAL
KIT DEVELOPMENT
As previously discussed, on the augmented
reality web-based user-interface, video-captured
images are used along with graphical objects, so that
users can not differ between the real world and the
virtual augmentation [1], [2]. Since we deal with
remote e-laboratories for teaching the practical side
of engineering or science studies to strengthen the
students' skills required after graduation, the
techniques and the methods for developing and for
designing augmented reality web-based user-
interfaces discussed here can be used to present any
one of engineering or science labs covering topic
related to electric circuits, electronics, mechanics etc.,
in the form of mixed virtual and real (video-
captured) laboratories' elements. These can not only
be simple elements such as resistors, capacitors,
inductors, electromechanical modules, but also more
complicated units such as oscilloscopes, DDMs,
function generators as well. Fig. 3 illustrates a
prototype of the augmented reality web-based user-
interface, presenting an experiment about the series
resonant circuit presented in Fig. 4. Additionally, the
circuit shows how several instrumentations are
implemented to measure the desired voltage and
current signals.
One reason the circuit example selected is very
simple is that our concern is to mediate the features
and functionalities of the user-interface and its
experimental kit:
• The circuit-board image is captured by a video
camera and processed by a video server in real
time. On the circuit board, some of the RCL
circuit elements (resistor R and capacitor C) are
already installed.
• The other circuit element (inductor L), which
does not exist on the circuit board, can be
graphically selected by means of a graphical
component bar and then can be placed on the
circuit board. In the bar, more than one resistor,
capacitor, inductor, etc., are possible to be
selected by the experimenting student,
depending on his decisions or calculations
required in the experiment. Visually, the
students must be able to distinguish between the
real and virtual experimental elements. The
computer graphics or virtual objects are
overlapped on the circuit-board image and are
displayed to the user.
• The instrumentations such as oscilloscopes and
multimeters visualized on the augmented reality
user-interface can be both real and virtual
(graphical). Real-time video-captured images
are used to visualize the remote real
instrumentations, whereas the virtual
equipments are shown by computer graphics. In
case of remote real instrumentations, the
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 Figure 3: Prototype of the augmented reality web-based user-interface
measured values are visually mediated to the • Layered mask: On the graphical user-interface,
students through translated video-captured an additional layer consisting of the virtual
images. By contrast, the virtual instrumentations highlighted circles positioned exactly on the
on the user-interface receive their values from
the lab server measured by the equivalent
instrumentations made their measured values
available for other systems sharing the same
GPIB.
• For wiring the electronic elements together and
connecting the circuit board with the
instrumentations, a wiring and connecting tool
realized as a pop-up menu can be used. The pop-
up menu offers various types of wires and
cables. The color and width properties are
changeable.

The connection locations on the circuit board as

well as the inputs and outputs of the instrumentations
are marked with highlighted circles. There are two
approaches to recognize these locations:
• HSL filter: In this image processing approach,
an image processing filter, the HSL filter [21] is
used. A unique color such as pink marks these
locations physically. The HSL filter removes all
pixels in the image except the pink-marked
color-filled circles, whose x y positions can be
easily determined by the software.
Figure 4: A series resonant circuit.
connection points will be placed. The layered
mask is transparent unless the highlighted color-
edged circles.
The latter technique is superior to the first one
because, on the one hand, the HSL filter is noise
sensitive, and, on the other hand, every connection

Ubiquitous Computing and Communication Journal 6

location in the experimental kit must be physically
marked with a color-filled circle. These difficulties
will not occur when using the second approach since
the mask layer is a pure software-technical
implementation. One drawback of the layered mask
approach is the circuit board and the
instrumentations visualized as video-captured images
have to be fixed and are not allowed to be shifted
because this impairs the adjusted positions of the
virtual edged circles on the connection points.
If the mouse cursor moves on such circles, the
software recognizes the corresponding connection
through its x y positions. If the wiring and
connecting mode is selected and the student moves
the cursor while pressing the left button of the mouse,
a connection between the desired locations is
graphically created. After proving the correctness of
the created connection by the e-instructor, the server
connects the equivalent switches in the remote
experimental kit (see Fig. 5).
As mentioned, the system architecture of the
web-based augmented reality laboratory follows the
thin-client model because all of the application
Figure 5: The circuit configuration of the experimental kit located on the application side
Ubiquitous Computing and Communication Journal
processing and data management is carried out on
our application server and the representation
software interacts with the users, enabling them to
perform on real (physical) experiments remotely
whenever they want and anywhere they are. The
user-interface represents the remote experimental kit
using a mixture of virtual and real (video-captured)
objects and the students can connect these objects by
means of various virtual wire and cables interactively
(see Fig. 3). For example in Fig. 3, the experimenting
student is placing a virtual inductor L on the circuit
board, where two circuit elements, the capacitor C
and the resistor R, are already configured. A
graphical component bar will graphically offer the
virtual components.
Virtual components on the user-interface can be
placed on the circuit board to connect them with
other elements to achieve a certain circuit
configuration. Once such an element is placed on the
circuit board, the connectors of the corresponding
physical element in the kit configuration will be
connected. For instance, after placing the graphically
represented inductor L on the experimenting field of
the user-interface, the switches S41 and S42 will be
7
closed, making this element connectable to other
circuit elements through the grid.
It is noted that the software program can control
the IEEE-488 instrumentations sharing the same
GPIB. The input of the oscilloscope is connected
with the resistor R to show the signal curve of the
voltage. The elements R, C and L are connected with
each other in such away to achieve the series
resonant circuit.
Given these facts illuminated, the experimental
kit must be in a position to receive these commands
and to response accordingly. That is, if the student
intends to connect two objects or to place a virtual
object on the user-interface, in the experimental kit,
the equivalent physical objects must be activated
through connecting them or making them available
for further connecting. Fig. 5 shows the circuit of the
experimental kit represented to the students by the
web-based augmented reality user-interface
illustrated in Fig. 3. The lab server translates the
virtual connections implemented on the user-
interface to real connections through closing the
equivalent switches in the kit. From Fig. 5, a
programmable grid, consisting of horizontal and
vertical lines, can connect all components of the
experimental kit with each other. Each crossing
vertical and horizontal lines can be connected
together via controllable switch. For example, to
connect resistor R with the capacitor C (connectors
c1 and c3, the highlighted two switches (Fig. 5) must
be closed.
6 USABILITY TESTING
After implementing the web-based ARI lab, an
extensive evaluation to expose the strengths and
weaknesses of augmented reality user-interfaces for
web-based remote experimentation will be carried
out. In this research, the methods and techniques for
evaluating of e-learning software for school students
in primary stages can be adopted [22]. For
comparing our system adapting the augmented
reality with other systems implemented within the
actual or virtual reality, the students must interact
with these systems. A session represents one of the
three different environments: (actual, virtual and
augmented), in which the same scenarios will be
offered to the students to cope with [23]. In order to
avoid possible learning effects caused by holding the
same sequence of the scenarios, every student gets a
different order of the scenarios. This phenomenon
appears also while holding the same order of the
environments for all subjects. As such, the usability
engineer must permutate their order.
Every subject (student) carries out the
experiment in three different sub sessions:
• Sub-session 1: web-based augmented reality
interface
Ubiquitous Computing and Communication Journal
• Sub-session 2: web-based virtual reality
interface
• Sub-session 3: actual reality experiment (face-to
face)
The different realities represent the independent
variables, whereas the evaluation criteria such as
transparency, navigation etc., serve as dependent
variables. It is of enormous importance to find out
the features shared between the different
environments to use as evaluation criteria. Some
aspects to measure are to what extent the following
characteristics are realized: abstract versus concrete,
user-centered versus techniques-oriented, transparent
versus unintelligible, incomplete versus complete
feedback etc.
The Student's test (t-test) or one-way ANOVA
are suitable means for comparing mean values of two
sets of numbers to obtain an overview of the
statistical significance of means' differences. While
carrying out a usability testing experiment, the
usability engineer clarifies a subject all operations
related to the experiment and the interfaces. The
usability engineer can handle the raw data of the
experiments statistically using the Student's test (t-
test) [24] and then analyze the outcome by SPSS [25].
The statistical result should be analyzed and
reviewed by the usability engineers and the system
designers, so that the final results helped in revising
and optimizing the design of the interactive software
system on the one hand; and the system designers
could have defined new or corrected existing design
guidelines for future systems on the other hand.
7 CONCLUSION
It has been shown how augmented reality can be
applied to internet laboratories through combing the
interactive real world with an overlay of virtually
represented information such so that they appear as
one environment. Video pictures of real kits will be
overlaid with virtual (graphical) objects of electronic
elements and instrumentations. Through
conventional web browsers, students can perform
their experimental laboratories and obtain the live
data in real time, resembling face-to-face classroom
laboratories. For developing the software for the
web-based remote experimentation using augmented
reality, contemporary development environments
such as .NET are used; thus, the software can be
easily adapted to other platforms. Placing of
graphical objects such as electronic elements and
modules on the experimenting field of the user-
interface causes connectors of the corresponding
physical elements to become closed.
After completing building and implementing the
whole system, we expect various results to be
achieved such as: putting up students in real
environment laboratories, preserving equipments
8
from getting damaged, providing safer experimental
environments for students, saving money through
reducing the numbers of instructors and equipments,
and last but not least increasing collaboration
between students and instructors because accessing
an experiment takes place at anytime and from
anywhere.
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