Abstract:

A current trend in engineering education is to find effective ways to acquire practical skills using technological resources that allow theoretical and practical concepts to be combined in a straightforward manner. The virtualization and digitalization of teaching, particularly in the laboratory, are a current reality. They offer benefits for student learning and allows for cost savings in equipment purchases.

Digital twins (DTs) are high-fidelity digital replicas of physical objects that can be used to observe, analyze, and simulate their behavior in different environments. Although the terminology has changed over time and there is a lack of consensus on the definition, this traditional understanding remains widely accepted [1, 2]. Real-time data exchange between the physical object and the replica is used to visualize and predict its behavior.

In industry, DT is considered as an essential technology in various sectors within the digital transformation to gain competitive and economic advantages over competitors [1]. Despite its benefits at the industrial level, the application of this type of resource in education is relatively low, as it is also expected to provide a variety of benefits to students, such as increased engagement, improved learning outcomes and assessment, and personalized learning experiences [3].

Building upon the aforementioned context, the methodology to be followed in this paper is as follows. After selecting a classic example of a control problem that can be approached with a didactic laboratory equipment, the first steps for the creation of its DT will be carried out, that is, its virtual twin will be created using the MATLAB/Simulink tool called Simscape. Also, a series of exercises to be solved by the students of automatic control courses will be proposed.

Hence, the main result of this work will be the development of the DT of a laboratory equipment, a resource that will be made available to the students, together with a workbook of exercises to be performed, for approaching the practices of the course. In itself, this resource will have a significant value, especially considering the scarcity of laboratory equipment.

In conclusion, it will be discussed the possible impact that the use of this type of resources can have on the academic results of students in teaching practice, as opposed to traditional teaching. It will also be evaluated how they can promote student learning, mainly in terms of understanding and application of basic concepts, autonomy and motivation. It is believed that DT technology will be able to revolutionize classical teaching methods and usher in a new era of experiential learning.

References:
[1] M. Singh, E. Fuenmayor, E. P. Hinchy, Y. Qiao, N. Murray, D. Devine, “Digital Twin: Origin to Future”, Applied System Innovation, vol. 4, no.36, 2021.
[2] Berisha-Gawlowski et al., “The Concept of a Digital Twin and Its Potential for Learning Organizations” in Digital Transformation of Learning Organizations (D. Ifenthaler, S. Hofhues, M. Egloffstein and C. Helbig, eds), pp. 94-114. Switzerland: Springer, 2021.
[3] C. Turner, “Unleashing the Potential of Digital Twins in Education - A Revolution in Learning”. Accessed March 6, 2024. Retrieved from https://www.linkedin.com/pulse/unleashing-potential-digital-twins-education-learning-turner/.

Keywords:

digital twin, virtual model, laboratory, automatic control, Simulink.