Development of a Virtual Laboratory Stand Using Simscape for Mechatronic Engineering Education

Abstract

Laboratories play a critical role in engineering education by bridging the gap between theoretical knowledge and practical applications. Dedicated laboratory stands serve as essential platforms for experiential learning, enabling students to interact directly with real or simulated systems. These stands enable a deeper understanding of complex engineering concepts and, at the same time, support the creation of essential skills such as problem-solving, critical thinking, and system integration. While physical laboratory stands provide a rich learning experience, their large-scale implementation can be both technically and financially challenging. In this context, virtual laboratory environments based on virtual prototypes offer a valuable complementary approach by improving access to practical learning while providing greater flexibility and reducing implementation costs. This paper presents the development of a virtual laboratory stand implemented using Simscape and designed for use in the teaching process in mechatronics engineering. The developed virtual prototype materializes a Segway-type self-balancing mobile robot and is used as a teaching tool in the lab activity of the control systems course. The educational effectiveness of the proposed virtual laboratory stand was evaluated by comparing students’ perceptions with those of a conventional analytical-model-based laboratory activity. The collected questionnaire data were analyzed using descriptive statistics and the Mann–Whitney U test. Students using the virtual laboratory reported consistently higher ratings than those using the analytical model, with statistically significant differences observed in three questionnaire items. These findings suggest that the proposed virtual laboratory stand enhances students’ learning experience and provides a valuable complementary approach for teaching control system design in mechatronics.