IEEE TRANSACTIONS ON EDUCATION, VOL. 68, NO.

1, FEBRUARY 2025 79

Development and Evaluation of Remote Laboratory

System for Simulated Induction Motor
Hisao Fukumoto , Member, IEEE, Tomoki Kamio , Toshihiro Matsuo,
Takayuki Nitta , Hideki Shimada, Masashi Ohchi, and Hideaki Itoh

Abstract—Contribution: A remote laboratory system for induc- impression is that electrical machinery is old-fashioned and
tion motors was developed in this study. By creating an original uninteresting, and that it is dangerous due to its high voltage
simulated induction motor, the structure of the motor can be and high-speed rotation, which has contributed to the decline
observed, and the current and magnetic flux can be measured
safely. in the appeal of electrical machinery [2]. Generally, under-
Background: Electrical machinery has little appeal to young graduate electrical machinery education is conducted through
engineers. Such machinery deals with invisible electromagnetic classroom lectures and experiments. Experiments and practical
phenomena; thus, it is difficult for young engineers to understand training play major roles in the engineering field [5], [6].
the involved principles. The risks associated with high voltage Given sufficient infrastructure, hands-on physical laboratories
and high-speed rotation are also considered reasons for this low
interest. with real equipment are an essential part of becoming a func-
Intended Outcomes: The remote laboratory system enables tional engineer. However, hands-on laboratories require a lot
remote learning even in educational institutions that do not have of cost because infrastructure, such as equipment and facilities,
specialized simulated induction motors. In addition, it is possible must be managed and maintained [7]. It is also difficult for
to repeat experimental learning as required to ensure that the each student to proceed at their own pace while understanding
student has learned the content sufficiently.
Application Design: This system is designed such that it can the relevant theories and mechanisms. Traditional face-to-face
be used without teachers or teaching assistants support, and education has great merits as a form of didactic education, but
the number of controllable functions and operations increase it also turns people into passive learners [8].
gradually according to the learning content. To solve these problems, computer-aided education on
Findings: The proposed remote laboratory system was eval- electrical machinery has been proposed in the past [1], [2],
uated experimentally with 46 student participants from Saga
University and the Chiba Institute of Technology to confirm the [3], [5], [9]. Furthermore, educational support systems (e.g.,
usefulness of the system. Tests conducted before and after using remote laboratories: RLs) using ICT have been developed
the system confirmed that the participant’s understanding of recently [4], [7], [10], [11], [12], [13], [14], [15], [16],
induction motors improved. In addition, the results of a system [17], [18], [19], [20], [21], [22], [23]. Remote experiments
usability scale evaluation confirmed that there were no problems have been proposed for DC–DC converters [10] and elec-
with operation of the remote laboratory system.
trical circuits [11], [12], control experiments [7], [13], [23],
Index Terms—Educational support system, electrical machin- and radio communication experiments [14]. Online learning
ery, induction motor, remote laboratory, step-by-step learning. increases students motivation to learn [3], and online-based
learning is considered effective in terms of stimulating stu-
dent interest. RLs are superior to virtual experiments in
I. I NTRODUCTION terms of realism [15], and remote laboratories allow expen-
ANY researchers have stated that students and young sive experimental equipment to be shared between different
M engineers lack interest in electrical machinery [1], [2],
[3], [4], and this trend has increased in recent years. The
institutions [12].
However, problems have been mentioned with RLs,
including issues with improving user experience and scal-
Manuscript received 26 March 2024; revised 28 June 2024; accepted 26
July 2024. Date of publication 13 September 2024; date of current version
ability [16], [24]. The problem with RL is that it requires
5 February 2025. This work was supported by JSPS KAKENHI under Grant a great deal of self-discipline and the ability of users to
16K00481 and Grant 22K02804. (Corresponding author: Hisao Fukumoto.) explore specific subjects independently. RL users need to be
Hisao Fukumoto, Tomoki Kamio, and Hideaki Itoh are with the Graduate
School of Science and Engineering, Saga University, Saga 840-8502, Japan
independent, manage their own time, and explore subjects
(e-mail: [email protected]). on their own, without teacher supervision [16], [17]. It is
Toshihiro Matsuo is with the Fukuoka Solution Development Department, important to improve the user experience and to provide a
DX Platform Division, Nomura Research Institute Ltd., Fukuoka 812-0024,
Japan.
method for learning independently. On the other hand, in
Takayuki Nitta is with the Department of Computer Science and Electronic recent years, with the completion of HTML5 in 2014, RL have
Engineering, National Institute of Technology, Tokuyama College, Shunan been implemented as Web applications, and inexpensive and
745-8585, Japan.
Hideki Shimada is with the Department of Control Engineering, National
highly extensible RL that does not require special plug-ins or
Institute of Technology, Sasebo College, Sasebo 857-1193, Japan. software has been developed. [4], [13], [18], [19], [23].
Masashi Ohchi is with the Department of Electrical and Electronic In this study, the focus was on induction motors among
Engineering Faculty of Engineering, Chiba Institute of Technology, Narashino
electrical machinery. Induction motors are particularly impor-
275-0016, Japan.
Digital Object Identifier 10.1109/TE.2024.3454236 tant electrical machinery [9]. However, beginners in electrical
0018-9359 
c 2024 IEEE. Personal use is permitted, but republication/redistribution requires IEEE permission.
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 80 IEEE TRANSACTIONS ON EDUCATION, VOL. 68, NO. 1, FEBRUARY 2025

Fig. 1. Block diagram of remote laboratory system with the simulated induction motor.

machinery can understand the principles of DC motors through motor control [22] have also been proposed, but most of these
textbooks and experiments, but they may not be able to fully systems are aimed at learning control methods.
understand the principles of rotation of induction motors. In this study, an HTML5-based remote experiment system
Compared to DC motors, there are more elements required was developed for learning the principles of induction motors
understanding the operating principle, which is one of the by creating the simulated induction motor. Inexpensive micro-
reasons why beginners are confused. With a general induction computers are used in various servers to ensure scalability.
motor, it is not possible to see the internal structure, so they Furthermore, to improve the user experience, a system was
often learn about it in textbooks on electrical machinery. Even developed that gradually increases the degree of freedom
in the hands-on experiments, most of the experiments were of operation. The developed simulated induction motor was
conducted to measure parameters, such as rotation control, shared at Saga University and other educational institutions.
short-circuit tests, and release tests, rather than to confirm the It was shown that the shared simulated induction motor had
operating principle [9]. a certain learning effect even without the support of teachers
In such environments, students are pressed for time and and teaching assistants.
distracted by the need to finish within a given time limit, and
they tend to lose awareness of motor control and operation [5].
II. F RAMEWORK OF P ROPOSED S YSTEM
In addition, due to the high voltages in three-phase inverters
and the mechanical hazards associated with motors, sufficient A. System Configuration
experimental learning may not be realized [6]. These problems Fig. 1 shows the block diagram of the remote labora-
are particularly serious in research institutions that are not tory system with the simulated induction motor. The basic
equipped with high-voltage or rotating machinery, and it is system configuration is generally the same as that presented
extremely difficult to acquire the funds to invest in experimen- in [4]. However, the camera server was developed as a new
tal equipment in unpopular fields. Although it is impossible component of the system. The user accesses the system’s
to perform certain type of experiments, e.g., no-load tests Web server using a Web browser. As the Web server, Nginx
and restraint tests using a high-voltage, high-torque electric runs on a Linux machine (Ubuntu 16.04). Nginx is capable
motor, it is possible to measure each current and magnetic of reverse proxying, and it is possible to specify a server
flux safely using a simulated induction motor [6]. However, according to the user requests. In the future, this function
simulated induction motors are not readily available and must will be used to integrate with other remote laboratory systems
be designed and created at each educational institution. For that are under development (e.g., a stepping motor remote
example, educational equipment that is not commercially experiment system [4] and a three-phase induction motor
available, e.g., the simulated induction motor created in this inverter control system). The Web pages were written using
study, can provide considerable benefit by being shared as HTML5, CSS, and JavaScript, and this system was designed to
a remote laboratory. Remote experimental systems for DC be accessible on mobile devices, e.g., smartphones and tablets.
motor and servo motor control [18], [20], [21] and induction When the user accesses the proposed system, authentication

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 FUKUMOTO et al.: DEVELOPMENT AND EVALUATION OF REMOTE LABORATORY SYSTEM 81

is performed. Note that this system includes two application

servers. The main application server runs on a Linux server
and the experiment server runs on a Raspberry Pi (Raspberry
Pi 1 model B). Both application server programs are coded in
JavaScript using Node.js. Here, the WebSocket communication
protocol is used for communication between the application
servers and the Web servers. The communication between each
application is unified and simplified using the JSON format.
The experimental server manages the control circuit of the
simulated induction motor using the Raspberry Pi’s GPIO pins.
Specifically, each relay circuit is controlled to rotate or stop the
induction motor, change the value of the capacitor connected
to the coil, and switch which the coil is connected to the
capacitor. In addition, the Raspberry Pi is connected to an
Arduino Uno microcontroller via USB to measure the current
flowing through the coil of the simulated induction motor
and the outputs of Hall sensors that measure the generated Fig. 2. Simulated induction motor.
magnetic flux. The Raspberry Pi is also connected to a PIC
microcontroller (PIC16F1827) that measures the rotational
speed using a photo interrupter. Here, the data are sent to the
Raspberry Pi via UART communication. In addition, a camera
server application runs on the Web server’s Linux machine,
and images of the simulated induction motor captured by
the camera are distributed over the Web. The camera server
application is configured using C++ using OpenCV, and the
images are sent to the Web server as JPEG image data in
JSON format via WebSocket communication. By configuring
an original camera server application, the user can switch
between multiple cameras (two in this system; however, the
number of cameras can be increased).

B. Principle of Rotation of Induction Motor

To understand the rotation principles of an induction motor,
it is necessary to understand electromagnetic induction, eddy Fig. 3. Example of explanation page using CG.
currents, three-phase alternating current, current phase differ-
ence, and the rotating magnetic field created by the stator.
The induction motor used in this study has a simple structure cores are in tight contact. As shown in Fig. 2, coils A and C
with two pole pairs, and generates a rotating magnetic field (coil pair AC), and coils B and D (coil pair BD) are connected
by creating an orthogonal phase difference between single- in series and installed such that the two poles are orthogonal.
phase AC current using a capacitor. The rotating magnetic field In the simulated induction motor, a rotating magnetic field is
generates an induced current in the rotor, which is a conductor, generated by shifting the phase of the current flowing through
and the interaction between the magnetic field generated by either coil pair AC or coil pair BD using a capacitor. Note
the induced current and the rotating magnetic field allows the that the rotor is made of iron. Typically, a rotor made of
rotor to rotate without contact (no brushes are required). nonmagnetic material, e.g., aluminum or copper, should be
used; however, since the rotor would not rotate, iron was used
C. Simulated Induction Motor in this study. The rotor is fixed to the base using a bearing.
To learn the rotation principle of an induction motor,
a single-phase, two-pole simulated induction motor was D. User Interface
designed by simplifying the structure of the induction motor. The user proceeds with learning by clicking on the content
The internal structure of commercially available induction in order from the top. Each menu item is checked to determine
motors cannot be disassembled easily, which makes it difficult when the experimental operation is completed. When all items
to understand how they rotate. Fig. 2 shows the simulated are checked, all learning items have been completed. Note that
induction motor designed in this study. The iron core, which the user can repeat each learning item as required.
makes up the stator, was obtained by disassembling the The users learn principles using CG and text explanations,
transformer. Note that the stator and coil cores are separated, as shown in Fig. 3, in the order of the learning content, and
and the coil can be removed for maintenance. When installing they conduct experiments based on the content. The learning
the coil on the stator, it is fixed such that the stator and coil and experiment contents are designed to allow users to learn in

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 82 IEEE TRANSACTIONS ON EDUCATION, VOL. 68, NO. 1, FEBRUARY 2025

Fig. 4. Experiment page for the first “induction motor.”

Fig. 5. Final experiment page for “current and magnetic flux.”

a step-by-step manner. The GUI for each experiment content

has different layouts such that only the required operations
operations, the “measurement” operation is performed, which
can be performed. For example, as shown in Fig. 4, in the
enables measurement of the current flowing through each
first experiment involving the rotation of an induction motor,
coil and the rotation speed. In addition, by clicking the
only the “start” and “stop” buttons are displayed. In addition,
“Download” button, the user can download the measured
experimental items (operation items) for learning are displayed
current waveform data in CSV format. It is also possible to
on the left side of the GUI and are checked automatically when
switch the rotation direction, and the current waveform and
the user clicks the related button and executes the operation.
rotation direction at that time can be confirmed.
When all items have been checked, the user can proceed to
The “Phase change of current” item explains that capacitors
the next learning content. If any item remains unchecked,
are employed to change the phase of the current flowing
a warning is displayed to prompt the user to complete the
through each coil. For the experimental operations, it is
experiment. For all experimental items, pressing the “tutorial”
possible to switch capacitors and change the capacitor value
button displays a GIF animation showing how to use the
(“no capacitor” can also be selected). In addition, the user can
operation screen and how to proceed with the experiment,
view a video that shows the rotor from directly above to show
which allows the user to understand the specific experimental
the rotation in detail.
operations. This allows even beginner users to understand the
The “Current and magnetic flux” item explains that there is a
system and the required operations.
proportional relationship between the current flowing through
the coil and the generated magnetic flux. For the experimental
E. Learning Content
operations (Fig. 5), the “Magnetic Flux” checkbox can be
The learning content was selected carefully and structured selected, which makes it possible to display and confirm
into the following items: 1) induction motor; 2) rotating the current measurement results and the measurement results
magnetic field; 3) phase change of the current; 4) current and of the magnetic flux generated by the coil simultaneously.
magnetic flux; and 5) magnetic flux change. After completing all the experiments, the users are required
First, for the “Induction motor” content, this sec- to complete a final test and questionnaire.
tion explains the type of electric motor, i.e., electrical
equipment that converts electrical energy into mechanical
energy. In this experiment, a simulated induction motor is
III. E XPERIMENTAL E VALUATION
rotated to confirm its operation (Fig. 4). Here, the only oper-
able buttons are the “start” and “stop” buttons, and the user A. Evaluation Purpose
can confirm which rotor of the simulated induction motor is This evaluation targeted university students in their third
rotated. Prior to explaining the detailed structure and principles grade and above who had studied induction motors previously.
of the motor, the purpose is to help the user understand how This evaluation was performed to determine how well the
the motor rotation mechanics. students understood the rotational principles of induction
Next, for the “Rotating magnetic field” content, the user motors and whether their understanding could be improved by
learns that for the rotor to rotate, a rotating magnetic field is using the system. It was confirmed whether the participating
generated, electromagnetic induction occurs in the rotor and students had experience learning about electrical machinery,
eddy currents flow. The system explains that the coils are including induction motors. It was examined whether learning
used to generate the magnetic field, and a rotating magnetic effects could be improved by using this system without teacher
field is created by varying the current flowing through these support. This verification process was also conducted with
coils. In this experiment, in addition to the “start” and “stop” students from other educational institutions.

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 FUKUMOTO et al.: DEVELOPMENT AND EVALUATION OF REMOTE LABORATORY SYSTEM 83

TABLE I
P RETEST AND P OST-T EST Q UESTIONS

TABLE II
SUS Q UESTIONNAIRE

four answers, and the correct answers were not disclosed even
Fig. 6. Example of questions in pretest and post-test. after the pretest was conducted. The experimental study was
conducted using the system, and the participants were then
asked to answer the same questions as a post-test.
B. Evaluation Method In addition, a system usability scale (SUS) test [25], [26]
was conducted. The SUS is used to evaluate many remote
This system was used by 23 third- and fourth-grade under-
experiment systems and allows systems to be compared using
graduate students and graduate students from the Department
unified evaluation criteria. The SUS test used the standard
of Electrical and Electronic Engineering, Faculty of Science
items shown in Table II and a Likert scale with 1 to 5 point
and Engineering, Saga University, and 23 third-grade, fourth-
scale. Responses (scale) to positive questions are evaluated
grade and graduate students from the Department of Electrical
by calculating score = (scale) − 1, and responses to negative
and Electronic Engineering, Faculty of Engineering, Chiba
questions are evaluated by calculating score = 5 − (scale).
Institute of Technology. Note that all of the Saga University
students had experience building a simulated induction motor
similar to this system, as well as experience measuring C. Results and Discussion
current and other parameters in their second-grade undergrad- Fig. 7 shows the pretest and post-test results, the time
uate experiments. In addition, electrical energy engineering the participants spent using the system and the number of
students from Saga University study induction motors in participants. In addition, although all participants had previous
electrical machinery as a mandatory subject. The students from experience learning about induction motors, the pretest eval-
the Chiba Institute of Technology have also learned about uation showed that their understanding of induction motors
induction motors through classes and experiments. In this was not sufficient. The results of the pretest and post-test were
evaluation, the pretest and post-test consisted of questions on divided into users who used the system for 15 min or less
the items are shown in Table I, and an example of one of the and those who used it for 15 min or more, and t-test was
questions is shown in Fig. 6. As shown in the figure, partici- conducted to see whether performance had improved. A t-test
pants were required to select the correct answer from among was conducted at a significance level of 1% on the scores

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 84 IEEE TRANSACTIONS ON EDUCATION, VOL. 68, NO. 1, FEBRUARY 2025

TABLE IV
E XPLORATORY FACTOR A NALYSIS OF SUS S CORE

Fig. 7. Relationship between system usage time and test scores.

TABLE III SUS score. Three factors were extracted through exploratory
H ISTOGRAM OF SUS S CORE factor analysis using MATLAB. Factor F1 was analyzed as
relating to system compatibility, factor F2 was analyzed as
system complexity, and factor F3 was analyzed as needs for
support. Regarding the difference in system complexity, it is
suggested that the difference is not only due to low usability,
but also that the complexity of learning induction motors
itself influences the evaluation. Previous studies [27] have also
pointed out that it can be divided into two factors: 1) usability
(all items except Q4 and Q10) and 2) learnability (Q4 and
Q10), and similar results were obtained in this study.
The average SUS score of this system was 68, and the
average SUS score obtained over 200 systems was 68 [26];
thus, the system developed in this study exhibited average
of users who used the system for less than 15 min, and no performance in terms of the SUS evaluation. In an evaluation
significant difference was found in the improvement in the rate of a previous study [23] on an automatic control remote
of correct answers (t(19) = −1.405, p = 0.088). On the other experimental system, the average SUS evaluation result was
hand, a t-test was conducted at a significance level of 1% on reported to be 65, indicating that the proposed system was
the scores of users who used the system for 15 min or more, evaluated appropriately. Although the results need to be
and a significant difference was found in the improvement in evaluated cautiously due to the insufficient number of subjects,
the rate of correct answers (t(25) = −4.655, p = 0.000046). Cronbach’s alpha coefficient (α = 0.84, 95% CI: 0.81–0.89)
Although the results need to be evaluated cautiously due to the and McDonald’s omega coefficient (ωtotal = 0.89, 95% CI:
insufficient number of subjects, it was determined that there 0.87–0.96), which are indicators of reliability for Likert-type
was a learning effect for students who used the system for items, were calculated using the alpha, omega functions
more than 15 min. of the psych R package. Adequate internal consistency
In this evaluation experiment, there was no intervention reliability was obtained. In addition, the SUS is considered to
from teachers or teaching assistants; thus, each the learning have sufficient validity given that it has been used to evaluate
process was conducted according to the participants’ initiative, a variety of systems. Although there may be some users who
which allowed them to complete the system quickly. As a feel that technical support is needed, the system appears to be
result, sufficient learning was not possible. In contrast, the generally well received. It can be concluded that the system
participants who used the system for more than 15 min can be used independently without the support of a teacher
demonstrated a certain learning effect. or TA.
For Q5, Q6, and Q7, the average post-test scores were 61,
41, and 37 points out of a total of 100, remaining low even IV. C ONCLUSION , L IMITATIONS , AND P ERSPECTIVES
after learning. Q5 asked about the relationship between the A remote laboratory system using a simulated induction
current in the coil and the rotating magnetic field, and Q6 motor was developed in this study. By designing and creating
asked how the phase of the current advances by inserting a the simulated induction motor, users can confirm the motor’s
capacitor. In addition, Q7 asked about the current waveform structure and easily understand its operating principle. In
when the capacitance value of a capacitor is reduced; however, addition, by creating a low-voltage motor, it is possible to mea-
it is difficult to understand the relationship between current sure the current safely. The remote laboratory system enables
and magnetic field. learning and education at institutions that do not have special
Table III shows the histogram of SUS evaluation results. experimental equipment, e.g., simulated induction motors.
The numbers indicate the number of people with each score, Evaluation experiments were conducted with participants from
and the average and standard deviation are also shown. multiple educational institutions, and the pretest and post-test
Table IV shows the results of exploratory factor analysis of the results have shown that the remote laboratory system provided

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 FUKUMOTO et al.: DEVELOPMENT AND EVALUATION OF REMOTE LABORATORY SYSTEM 85

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