Abstract:

The high school program at the National Autonomous University of Mexico (UNAM) offers a variety of courses related to computing and programming, including Computer Science, Computer Science Applied to Science and Industry, Computer Workshop, and Cybernetics and Computing. These training spaces promote the development of logical thinking, creativity, and problem-solving through the use of programming languages such as C, C++, and Python, as well as visual environments such as Scratch. In addition, some teachers incorporate educational hardware to introduce students to the use of electronic components and the control of basic actuators.

In this context, virtual laboratories represent an educational alternative that helps reduce barriers to accessing programming environments. These digital spaces are characterized by being inclusive, accessible, and flexible; they also encourage collaborative work, promote the development of logical thinking and problem-solving, and can be used by students with different levels of programming experience.

The implementation of the remote virtual laboratory proposed in this paper was carried out in three stages. In the first stage, a search was conducted for Arduino simulators available online that were free to access and easy to use for high school students without prior knowledge of programming or electronics. Additionally, a simple classroom activity was designed and implemented in a computer lab; for this activity, students used the Tinkercad simulator and assembled the corresponding circuit.

In the second stage, the interface of the remote virtual laboratory was developed, operational issues for remote use were addressed, and two activities were redesigned to include four challenges each, with a sequential increase in difficulty.

Finally, in the third stage, a pilot implementation using the new remote virtual laboratory was conducted with groups of UNAM high school students.

In summary, this paper describes each one of the implementation phases and the results obtained from pilot tests conducted in November and December 2025. The findings from these tests made it possible to identify opportunities and challenges associated with the teaching and learning of programming with the remote virtual laboratory at the high school level.

Keywords:

Programming, virtual lab, remote programming, high school students.