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TEMJournalAugust2024 2522 2533

Machine Learning Application

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0% found this document useful (0 votes)
24 views12 pages

TEMJournalAugust2024 2522 2533

Machine Learning Application

Uploaded by

PARTH DAGADE
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

Enhancing Digital Learning in


Electrical Machines Practical Course
Using a Cutting-Edge Desktop
Virtual Laboratory for DC Motor Simulation
Rohjai Badarudin 1,2, Didik Hariyanto 2, Edy Supriyadi 2, Istanto Wahyu Djatmiko 2,
P P P P P P P P

Amelia Fauziah Husna 2, Gulzhaina K. Kassymova 3, Yanning Lu 4


P P P P P

1
P Study Program of Technology and Vocational Education, Graduate School, Universitas Negeri Yogyakarta,
P

Yogyakarta, Indonesia
2
P Department of Electrical Engineering Education, Faculty of Engineering, Universitas Negeri Yogyakarta,
P

Yogyakarta, Indonesia
3
Institute of Metallurgy and Ore Beneficiation, Satbayev University, Almaty, Kazakhstan
P P

4
Teachers College for Vocational and Technical Education, Guangxi Normal University, Guilin, China
P P

Abstract – This study investigates the development Results indicate significant improvements in
and efficacy of a virtual DC motor laboratory aimed at learning outcomes across both groups, with no
enhancing practical learning in electrical machines. statistically significant difference observed between the
Key aspects of the literature review emphasize the virtual simulator and traditional methods in post-test
increasing adoption of digital simulations in education assessments. These findings underscore the equivalence
and the effectiveness of virtual labs in technical of virtual and physical tools in enhancing practical
training. The primary research question is whether the learning in electrical machine practice. Virtual labs
virtual simulator can achieve learning outcomes offer scalable solutions for educational institutions
comparable to traditional physical laboratory tools. seeking to modernize their curriculum, crucial in
Hypotheses posit that students using the virtual DC preparing students with relevant skills for the evolving
motor laboratory will demonstrate equivalent learning demands of the workforce in electrical engineering and
outcomes compared to those using traditional teaching related fields.
aids. The study employs a quasi-experimental design
following the ADDIE model for development, with a Keywords – Effectiveness, electrical machines, digital
sample size of 32 students—19 in the control group and learning, quasi-experimental, virtual laboratory.
13 in the experimental group.
1. Introduction
DOI: 10.18421/TEM133-78
Vocational education plays a role in producing
https://doi.org/10.18421/TEM133-78
skilled workers who can encourage economic
35TU U35T

Corresponding author: Rohjai Badarudin, growth. Through this program, students are provided
Department of Electrical Engineering Education, Faculty of with the technical knowledge and real-world skills
Engineering, Universitas Negeri Yogyakarta, Yogyakarta, they need to succeed in the world of work. The aim
Indonesia. of learning in vocational education is to prepare
Email: rohjai.badarudin@uny.ac.id
35TU U35T

individuals to face challenges and demands in the


Received: 11 February 2024. workplace with adequate competence [1], [2], [3].
Revised: 07 June 2024. Vocational skills can be developed to align with the
Accepted: 15 July 2024. requirements of the labor market. Vocational
Published: 27 August 2024. education emphasizes competency development,
equipping individuals with the skills, knowledge, and
© 2024 Rohjai Badarudin et al; published
attitudes needed to meet the demands of the labor
by UIKTEN. This work is licensed under the Creative
market effectively [4]. Student skills include
Commons Attribution-NonCommercial-NoDerivs 4.0
cognitive, affective, and psychomotor competencies
License.
that form complete expertise in a particular field [5].
The article is published with Open Access at Mastery of skills in vocational education is supported
https://www.temjournal.com/
U U
by learning practical courses.

2522 TEM Journal – Volume 13 / Number 3 / 2024.


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

Laboratory and workshop facilities to support infrastructure for the practical learning of electric
practicum learning are still lacking in terms of machines consist of a set of teaching aids for electric
quantity and quality and are left behind in machines equipped with instruments for measuring
technology. In the 21st century, it is necessary to electrical and mechanical quantities. If a series of
design teaching aids that are cost-effective, flexible, trials or laboratory experiments are carried out
up-to-date, and more functional and to use virtual online, at least the learning media used as a substitute
technology [6], [7], [8]. for a physical laboratory must be relevant or
Driven by digital transformation, the integration compatible so that they can be used to carry out a
of cyber-physical systems, and the proliferation of series of trials or experiments to test the
the Internet of Things, the 21st century is characteristics of electrical machines.
revolutionizing both industry and education, creating Creating a virtual laboratory to facilitate the
smarter factories and more interactive, technology- practical instruction of electric machines in
driven learning environments [11]. Learning with vocational education is the aim of this research
digital media is a future necessity in designing project. The scope of electric machine practice is
vocational learning. Virtual tour technology in limited to the material of DC motors only. This study
factories can present an industrial atmosphere in the discusses the procedures for developing multimedia-
classroom; virtual reality can present a real based instructional materials, starting with needs
environment in cyberspace; and virtual laboratories assessment, planning, design, development,
can present a laboratory and workshop environment implementation, and evaluation. Reviews of
through digital platforms and other digital media development results and implementation results in
technologies [12]. practical classes are described in the discussion
The rapid development of technology makes chapter. This study is expected to contribute to
interaction unlimited in space and time. Conventional vocational education in the 21st-century digital
learning in the classroom has been replaced by learning era.
technology-based online learning. The focus of
developing future education is emphasized on 2. Method
intelligent computerized classes with the application
of artificial intelligence (AI), online learning, internet This study followed the ADDIE development
of things-based examination, virtual reality (VR), and procedure outlined by Lee Owens [28]. Developing a
augmented reality (AR) [12], [13], [14]. multimedia-based learning environment for electrical
An organization undergoes a "Digital machine applications is the aim of this project.
Transformation" when new business models and Congruently, Figure 1 depicts the development
digital technologies are applied. One practical process.
application of digital transformation is the integration
of learning technology and state-of-the-art software-
based approaches into the learning process. The
digital transformation of education leads to digital
learning. With the use of computers, tablets, and
other information technology tools, digital learning
makes tailored learning possible [19]. Theoretical
courses are very effective when combined with
digital technology because they do not require Figure 1. Multimedia instructional design process [28]
laboratory training to acquire skills, but the
implementation of practical laboratory courses for Needs assessment and front-end analysis are
skills training is still a challenge in digital included in the initial steps in the analysis phase.
technology-based implementation [7]. Needs assessment evaluates the gap between current
The electric machine course presents abstract and desired conditions, thereby establishing
concepts, making it challenging to grasp both instructional objectives. Front-end analysis utilizes
theoretical and practical aspects. Electrical various data collection techniques to narrow the
machinery, being an empirical science, relies on disparity between the current and desired conditions.
laboratory experiments to establish parameters and In the design phase, instructional design
enhance comprehension of the abstract concepts specifications are created, encompassing well-crafted
surrounding electric machines [20], [21], [22], [23], multimedia specifications, multimedia navigation
[24], [25], [26], [27]. Practical learning of electric structures, and implementation methodologies. The
machines is proof of the theoretical concept of the development phase is the stage in making learning
energy conversion phenomenon through a series of multimedia products.
laboratory tests or experiments. The facilities and

TEM Journal – Volume 13 / Number 3 / 2024. 2523


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

Computer-based multimedia learning is used to 2.1. Data Collection


determine the next basic specifications. Storyboards,
videos, and graphics animations are created, and Data was gathered through the utilization of a
initially, computer-based systems are developed, performance questionnaire. In the electric machine
tested, and reviewed. The implementation phase practice course, pertaining to DC motors, students
involves integrating computer-based multimedia into demonstrated their learning achievements by
the learning process. The pretest is given before successfully conducting tests on variously connected
implementation, while the post-test is given after the direct current electric motors following the correct
application of computer-based multimedia products. procedures. There were five different types of DC
The evaluation phase is the most important. The motors: series, shunt, short compound, long
effect of using computer-based multimedia was compound, and separately excited DC motors. For
analyzed for its effectiveness. Responses and each type of motor, a performance assessment of five
changes in behavior are measured and analyzed to items is carried out so that the overall DC motor test
improve sustainability [28]. All stages are carried out performance items consist of 25 items. Table 1
serially and sequentially until the product is ready for shows the assessment guide of the performance
mass application. assessment questionnaire.

Table 1. Guide to the performance assessment


Indicator Descriptor Item Number Score
Assembling the test Able to assemble a DC 1 3 - the circuit is correct.
circuit of a DC electric motor testing 2 - the circuit has several errors (e.g., the measuring
electric motor circuit properly and limit on the measuring instrument does not match).
correctly. 1 - short circuit
Testing direct Able to start a DC motor 2 3 - the DC motor is operated independently with
current electric with the correct procedure. proper procedure.
motors according to 2 - DC motors are operated independently with the
the correct correct procedure under the direction of the
procedures Lecturer.
1 - can't run a DC motor.
Can describe the 3 3 - data is parsed correctly.
characteristics of n=f(Ia); 2 - the data has some errors (e.g., errors in meter
Ta=f(Ia); n=f(Ta) correctly readings).
1 - data cannot be parsed.
Be able to calculate the 4 3 - the efficiency is calculated correctly.
efficiency of a DC motor 2 - there are several calculation errors (e.g., the unit of
correctly measurement is not according to the calculation
standard).
1 - unable to calculate efficiency.
Able to stop a DC motor 5 3 - the DC motor is operated independently with
with the correct procedure. proper procedure.
2 - DC motors are operated independently with the
correct procedure under the direction of the Lecturer
1 - can't run DC motor.

2.2. Data Analysis While the control class uses electrical machine
teaching aids in a real laboratory, the experimental
The DC motor virtual laboratory is utilized for class uses a virtual laboratory for DC motor
practical learning in electrical machine courses. To applications. The quasi-experimental model is shown
evaluate the effectiveness of this virtual laboratory as in Table 2.
a learning tool, a quasi-experimental method was
employed, featuring a pretest-posttest control group Table 2. Quasi-experimental design [29]
design [29]. A pre-test is given prior to the start of
Class Pre-test Treatment Post-test
the learning process, and a post-test is carried out at
Control O1 X O2
the end to evaluate the efficacy of the learning
Experiment O3 - O4
intervention. The quasi-experimental design has two Symbol explanation:
class groups. There is a control class and an O 1 : the pre-test results of the control class.
experimental class in the two classes. O 2 : the post-test results of the control class.
X 1 : treatment using a virtual laboratory of DC motor.
O 3 : the pre-test results of the experimental class.
O 4 : the post-test results of the experimental class.

2524 TEM Journal – Volume 13 / Number 3 / 2024.


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

Each class undergoes a pre-test before the 3.2. Design Phase


learning process begins. Following the learning
treatment administered to both classes, a post-test is The formulation of the virtual laboratory of DC
conducted for each. The Mann-Whitney test is motor delineates multimedia requirements,
employed to assess two unrelated variables, such as educational frameworks, configuration parameters,
the pre-test results of the control and experimental targeted performance, methods for product testing,
classes, as well as the post-test results of both and approaches for product implementation within
classes. Conversely, the Wilcoxon test is utilized for the learning context. The desired multimedia
two related variables, namely the pre-test and post- specification is that it can be installed on a computer
test results within each class. The gain value test with a Windows operating system. Learning structure
determines the effectiveness of the learning or DC motor practical lesson plan. Product tests were
treatment, derived from the pre-test and post-test carried out to assess the performance of the virtual
scores. The average normalized gain (N-gain) is laboratory of DC motor including integration or
calculated using the formula provided [30], with performance tests, computer multimedia tests by
Table 2 presenting the classification of gain values. experts, electrical machine material test carried out
by experts, as well as investigating student
𝑔=
𝑆𝑝𝑜𝑠𝑡−𝑆𝑝𝑟𝑒
(1) perceptions.
𝑆 𝑚𝑎𝑥 −𝑆𝑝𝑟𝑒
3.3. Development Phase
Symbol explanation:
Spre: pre-test scores
Spost: post-test score Virtual laboratory of DC motor is developed in
Smax: highest possible score two dimensions on a computer screen. The operation
g: gain score of the virtual laboratory of DC motor is demonstrated
through a user interface that combines static and
Table 2. Gain value classification [30] dynamic visuals. A virtual console box with buttons
mimics an operator's interface to the machine, along
Nilai <g> (n) Criteria with a pop-up window display that functions as a
0,00 - 0,30 Low help center or module.
1,31 - 0,70 Moderate The multimedia technical architecture is planned,
0,71 - 1,00 High created, and implemented as a constituent master
chart of each flow of data and information
3. Results of Learning Media Development communication between the computer program and
devices involved. The system architecture is
This section discusses the development results, illustrated in Figure 2, with the program code
which consist of the analysis stage, the design stage, developed according to technical flow diagrams and
and the development stage. The implementation and a data and information communication flow
evaluation phase are presented in the next section. architecture. The change execution buttons are
specified for each possibility. Internal integration of
3.1. Assessment Phase display contents is made through writing program
code. The computational process of the DC motor
Preliminary studies serve as the foundation for the testing model was made using Simulink Matlab [26].
development of virtual laboratory of DC motor. All types of DC motors from the Simulink model are
These studies are comprised of two essential generated in code in the form of *.dll (dynamic link
components: needs analysis and front-end analysis. library) files. Integration testing is performed by the
The preliminary studies have been conducted developer on each technical diagram flow when
following the prescribed procedure in this writing program code. The integration testing method
development process. [31]. is carried out by a black box test [28].

TEM Journal – Volume 13 / Number 3 / 2024. 2525


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

User interface Behind the scenes engine

Animation Visual Animation Simulink


Action Script
application (build to dll*)
Visual Basic Tools/Menu
Input/Output
application
Simulation
Open Application
Help application

Visual Basic Code Data Input/Output


Data Array
Chart application

Computer HDD
Open/Save File
*dynamic link library
Figure 2. Computer-based system architecture of virtual laboratory of DC motor
User interface requirements are outlined in the The primary window exhibits the core visual
storyboard chart. The storyboard contains an image representation of the virtual laboratory for direct
of a chart or window display design (windows form) current electric motors. The auxiliary window
accompanied by an explanation of each part or icon. showcases the help feature. In Table 4, a
The display design consists of the main window comprehensive storyboard chart is presented.
display and supporting windows.
Table 4. Storyboard of the development of a virtual device for a direct current electric motor laboratory
1. Main Screen

No Component Description
a. Application logo Contains the application logo.
b. File location Contains the location of files opened from computer storage.
c. Menu bar The navigation menu bar consists of tabs such as file, edit, simulation, and help center.
d. Tools bar The navigation button bar includes functions for file opening, saving, establishing connections,
removing connections, selecting motor types, starting simulations, stopping simulations,
recording data, clearing data, and accessing the help center.
e. Torsimeter Serves to indicate the amount of torque.
f. Field Rheostat Serves to adjust the generator’s magnetic field
g. Tacho generator Serves to measure the speed of the motor.
h. DC Generator Direct current generator as a load on the motor under test.
i. DC Motor Direct current motor as the motor under test.
j. Instrument Current and voltage analog meter.
k. Field Rheostat Serves to adjust the motor’s magnetic field.
l. Loading Resistor Serves as a load on the generator.
m. Power Pack As a variable direct voltage power source and a fixed direct voltage.
n. Wiring Diagram Serves to display the motor connection wiring diagram.
o. Textbox To display test results data that cannot be displayed by analog instruments.
p. Characteristic Chart To display the characteristic curve from the test results of direct current electric motors.
2. Help Centre Screen

No Component Description
a. Navigation button Functions as a shortcut command to move to the next page or the previous page.
b. Instruction list Lists of instructions for using the application program.
c. Instruction description Explain the description in narrative and illustrated pictures.

2526 TEM Journal – Volume 13 / Number 3 / 2024.


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

The initial version of the virtual laboratory of DC with a DC motor which will undergo characteristic
motor interface has been successfully developed, tests. A screenshot of the virtual laboratory of DC
including the initial appearance of the application motor and its parts is shown in Figure 4. The
program when it is first run, the display of the torsimeter and tachometer are located on the
electric machine unit, the display of measuring generator unit, as shown in Figure 4, part number 2.
instruments, image display of direct current electric At the top of the application, part number 1, there is a
motor testing circuit, the display of characteristic menu bar and navigation buttons such as a button for
curve data, and the display of instructions for use. making a connection, a button for running a
Figure 3 shows the splash screen display, which is simulation, a button for recording data, and a help
the initial display the first time the program is run. center button. Electrical instruments such as
The splash screen contains information, including the ammeters analog and voltmeters analog, accessories
application program name, year of manufacture, such as motor starters, shunt rheostats, switches, and
developer name, application version, and affiliation. load resistors, as well as the power supply, are
located on the equipment rack in Figure 4, part
number 3. Part number 4 in Figure 4, or the right
side, contains a wiring diagram, digital motor-
generator parameters such as current, voltage, speed,
and torque, as well as graphs of characteristic
functions from the results of testing DC electric
motors.
Supporting applications, including help centers,
can be opened via the help bar menu in the virtual
laboratory of DC motor. A screenshot of the help
center support application is shown in Figure 5. The
Figure 3. The virtual laboratory of DC motor opens with help application has three parts: part 1 is navigation,
this screen part 2 is a list of help, and part 3 is a description or
guide of the selected help. The help center window
The electric machine unit appeared with two DC contains information about the DC motor virtual
machines coupled on the same axis. A DC generator laboratory, a literature review of DC motor testing,
unit complete with instruments for measuring operating guides, and procedures for collecting
electrical and physical quantities as a load, coupled electric motor practical data.

Figure 4. Screen capture of the virtual laboratory of motor DC, including its parts

TEM Journal – Volume 13 / Number 3 / 2024. 2527


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

Figure 5. Screenshot of the help center on the DC motor virtual laboratory

Expert-based evaluation was carried out to 4. Implementation and Evaluation


validate the virtual DC motor laboratory application
as a learning media. Criticism and suggestions from The DC motor virtual laboratory is used in
experts become material for product improvement. practical learning of electrical machines. The
Electrical machine material specialists and computer- location of the implementation is at Universitas
based media experts are involved in product Negeri Yogyakarta, Indonesia, more precisely in the
validation testing. Expert-based validation has been Electrical Engineering Education Department. The
carried out, and improvements have been made control class uses conventional electric machine
according to expert advice [32]. teaching aids, while the experimental class uses the
Furthermore, a perception study was carried out virtual laboratory of DC motor for learning
to assess students' opinions regarding the virtual treatments. This research included a total of 32
laboratory of DC motor in practical learning of students as participants, with 19 students assigned to
electrical machines. Based on research, students the control group and 13 students assigned to the
generally have a positive opinion of virtual DC motor experimental group. The experimental class's
laboratories and consider them to be a useful addition documentation is shown in Figure 6, the outcomes of
to conventional hands-on laboratories. It provides the work in the experimental class are shown in
repeated experiments in a secure setting and permits Figure 7, and the outcomes of the work in the control
self-paced learning [33]. class are shown in Figure 8.

Figure 6. The experimental class documentation

2528 TEM Journal – Volume 13 / Number 3 / 2024.


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

Figure 7. Example of student work results in the experimental class

Figure 8. The control class uses real electric machine trainers in the physical laboratory

4.1. Results of Both Classes Pre-Test are presented in Table 5. According to Table 5, the
significance value exceeds 0.05. Consequently, it can
A pre-test was administered to both classes prior be inferred that the initial abilities of both classes are
to the implementation of the learning treatment. The comparable.
results of the Mann-Whitney pre-test for both classes

Table 5. The results of the Mann-Whitney pre-test for both classes


Test Statisticsa
Pret-test of Pre-test of Pre-test of short Pre-test of long
Pre-test of Series
separately Shunt compound compound
Mann- 113,500 111,500 89,000 94,000 115,000
Whitney U
Wilcoxon W 204,500 202,500 180,000 185,000 206,000

Z -,395 -,477 -1,363 -1,196 -,343


Asymp. Sig. (2- ,693 ,633 ,173 ,232 ,731
tailed)

Exact Sig. [2*(1- ,705b ,650b ,195b ,270b ,762b


tailed Sig.)]
a.
Grouping Variable: Classes
b.
Not corrected for ties.

TEM Journal – Volume 13 / Number 3 / 2024. 2529


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

4.2. Results of Both Classes Post-Test Table 8. Wilcoxon test results pretest-posttest control class
Test Statisticsa
Following the learning treatment, a post-test was Pre–Post Pre–Post Pre–Post
Pre–Post Pre–Post
administered to both classes. The results of the of
of Shunt of Series
of short of long
Mann-Whitney post-test for both classes are separately compound compound
Z -3,844b -3,865b -3,926b -3,838b -3,841b
presented in Table 6. According to Table 6, the
Asymp. ,000 ,000 ,000 ,000 ,000
significance value exceeds 0.05. Therefore, it can be Sig. (2-
concluded that the learning outcomes of both classes tailed)
are similar. a.
Wilcoxon Signed Ranks Test
b.
Based on negative ranks.
Table 6. The results of the Mann-Whitney post-test for
both classes 4.4. Effective Use of Multimedia
a
Test Statistics
Pre-test of Pret-est of
Pre-test of Pre-test of Pre-test of
The gain value is used to determine how well the
separately Shunt Series
short long virtual DC motor laboratory is implemented in the
compound compound
Mann- 123,500 110,500 117,500 118,500 117,500 learning process. Table 9 displays the distribution of
Whitney U gain values received by category. According to Table
Wilcoxon W 313,500 300,500 307,500 308,500 307,500 9, most students achieved gain scores falling within
Z ,000 -,610 -,304 -,227 -,273
Asymp. 1,000 ,542 ,761 ,820 ,785 the high criteria category, with only a few cases
Sig. (2- attaining scores meeting the moderate criteria, and
tailed) there were no instances of gain scores falling into the
Exact Sig. 1,000b ,623b ,821b ,850b ,821b
[2*(1-tailed low criteria category. The learning treatment in the
Sig.)] experimental class using a virtual DC motor
a.
Grouping Variable: Class laboratory was proven to be effective in the
b.
Not corrected for ties.
experimental class.
4.3. Results of Both Classes' Pretests and Posttests
Table 9. Summary of class experiment gain score
distribution
The knowledge levels before and after the
learning treatment in both classes were analyzed by Motor Connection Type
comparing the pre-test and post-test results. Table 7 Criteria Short Long
Separately Shunt Series
compound compound
presents the findings of the Wilcoxon test for the High 69,23% 76,92% 84,62% 76,92% 76,92%
experimental class, while Table 8 displays the results Medium 30,77% 23,08% 15,38% 23,08% 23,08%
for the control class. According to the Wilcoxon test Low 0% 0% 0% 0% 0%
results, the significance value is below 0.05 for both
the control and experimental classes. This indicates 5. Discussion
that there are significant differences in knowledge
levels before and after the learning treatment in both This study focuses on the development and
classes. Consequently, it can be concluded that both implementation of a virtual laboratory for DC
classes demonstrated an improvement in knowledge motors, designed to replicate testing procedures
following the learning treatment. typically conducted in a physical lab. These virtual
laboratories offer an interactive and realistic
Table 7. Wilcoxon test results pretest-posttest environment, enabling students to practice dc motor
experimental class assembly, testing, and data interpretation without the
Test Statisticsa risks associated with physical equipment. The
Pre–Post effectiveness of this virtual lab is evidenced by
Pre–Post. of Pre–Pos. Pre–Post Pre–Post of long significant improvements in student learning
separately of Shunt of Series of short compoun
compound d outcomes, underscoring its potential as a valuable
Z -3,201b -3,220b -3,205b -3,204b -3,210b educational tool.
Asymp ,001 ,001 ,001 ,001 ,001
. Sig. 5.1. The Virtual Laboratory of DC Motor
(2-
tailed) This research project culminates in a virtual
a.
Wilcoxon Signed Ranks Test
b.
Based on negative ranks.
simulator program designed for DC motors. The
virtual laboratory of DC motor was developed to
mimic the DC motor testing procedures in a physical
laboratory.

2530 TEM Journal – Volume 13 / Number 3 / 2024.


TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

The virtual DC motor laboratory is presented on a The forthcoming research will concentrate on
computer screen, mimicking the two-dimensional creating a virtual environment-based laboratory for
format of the electrical machine trainers found in practical testing of DC machines, AC machines, and
traditional physical laboratories. Features for transformers.
connecting machine components, measuring
instruments, measurement results, and the 5.2. Learning Effectiveness
interpretation of test data make this application very
interactive and representative. Students are asked to Student learning outcomes increase after using the
determine what type of motor will be tested, then DC motor virtual laboratory. Table 7 and Table 8
determine the connection between components display the results of the Wilcoxon test for each
through the banana plug terminal and test the respective class. The significance level of both tables
correctness of the circuit, which will be immediately is below 0.05. Thus, it is concluded that students in
corrected by the application if there is a connection each class experienced increased learning outcomes.
error. After the connection is declared correct and Increasing learning outcomes is consistent with
appropriate, the next step is the simulation testing earlier research [15]. The experimental class
process. Students are asked to run the DC motor with demonstrated a notable enhancement in learning
the correct procedure; if the procedure carried out is outcomes. Utilizing virtual laboratories as part of the
not appropriate, there will be overspeed or learning treatment scenarios can effectively enhance
overcurrent on the DC motor being tested. learning outcomes.
Experiencing overspeed and overcurrent during The learning outcomes following the learning
electrical machine testing in a physical laboratory treatment in each class were assessed using the
can pose high risks. The testing procedure involves Mann-Whitney test. As shown in Table 6, the
applying a load to the DC motor through a DC significance level exceeds 0.05. This indicates that
generator, where an increase in DC generator load there is no significant difference in learning
leads to a corresponding rise in motor load due to outcomes between the experimental class and the
control class. Consequently, it can be concluded that
their shared axis. Armature current, motor torque,
the utilization of virtual DC motor laboratory
and motor speed data are among the parameters that
applications for learning yields outcomes comparable
are recorded during loading. These data points are
to the use of electrical machine teaching aids in
utilized to make a graph that illustrates a DC motor's
physical laboratories.
characteristics.
Similar research has also been developed
6. Conclusion
regarding virtual laboratory electric machines,
including asynchronous motor testing [24], [34],
[35], synchronous machine testing [23], [25], [15], The digital era promotes digital multimedia-based
learning that is flexible and representative of
[9], [16], DC motor testing [17], and testing of other
technological advances. A virtual laboratory of DC
conventional electrical machines [27], [18], [10].
motor application has been developed on a computer-
One notable benefit of the virtual laboratory of DC
based system for practical learning of electric
motors is their enjoyable user interface (UI), which
machines. Students can install the virtual laboratory
simulates the skills needed to assemble, start, test
of DC motor applications on their computers running
(loading process), and stop DC motors. This ensures the Windows operating system. The application's
that students gain a consistent experience when using user interface is designed as a two-dimensional
the virtual laboratory of DC motor compared to display corresponding to the actual teaching aids in a
utilizing electric machine props in a traditional physical laboratory, making it possible to use it as a
physical laboratory. substitute or learning aid for a physical laboratory.
Limitations in developing virtual laboratory of This virtual lab not only enhances accessibility for
DC motor applications include: 1) simulation limited students who may not have direct access to physical
to separately excited, shunt, series, and cumulative labs but also reduces the risks and costs associated
compound; 2) absence of a wiring diagram for with physical equipment handling. However,
compound differential motor connection; 3) ideal limitations such as the need for a Windows operating
conditions during testing without accounting for system and the lack of accounting for certain real-
losses due to armature reactions or eddy currents' world variables, like losses due to armature reactions
heat losses; and 4) lack of online accessibility, or eddy currents, suggest areas for improvement.
requiring installation on a computer. The digital Future research could focus on developing cross-
electric machine laboratory has previously been platform compatibility, incorporating more realistic
developed based on AR and VR; the VR simulation parameters, and exploring the use of
environment resembles an electric machine in a augmented and virtual reality to create even more
physical laboratory [22]. immersive learning experiences.

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TEM Journal. Volume 13, Issue 3, pages 2522-2533, ISSN 2217-8309, DOI: 10.18421/TEM133-78, August 2024.

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