

World Transactions on Engineering and Technology Education

2009 WIETE

Vol.7, No.1, 2009

Course development and evaluation of a virtual instrument

measurement technology

Kai-Chao Yao

National Changhua University of Education

Changhua, Taiwan

ABSTRACT: Virtual instruments using new measurement technology were built by a set of hardware and software with

computers. The hardware aspect uses a data acquisition card and a workstation. The software aspect utilises LabVIEW

to design the front panels of virtual instruments and data processing programs. This makes users operate the computers

in the same way as operating the traditional electronic instruments designed by them. The main purpose of this study is

to develop and arrange the teaching materials and laboratory equipment of virtual instrumental measurement

technology. Further, the results of the research will be integrated into a three-hour technical class each week. The

students who take this course can use the technology in other lab classes to obtain multi-measurement assistance and

increased efficiency. In the research process, following the literature research, consultation with experts and interviews

with students, the laboratory facility, class outline, order and time arrangement of topics and course plan were built. In

addition, expert examination will help amend the teaching materials and any unsuitable design.

INTRODUCTION

A virtual instrument, with computer technology and modern acquisition measurement technology, is a new and stylish

high-tech product. This is the most up-to-date virtual instrument available, today. The virtual instrument makes the best

use of active computer resources, closely aligns with constructive instrument hardware and proprietary software, and

achieves all the functions of the traditional instrument, as well as some impressive specific functions that cannot be

performed with traditional instruments. A virtual instrument adds a set of software and hardware to a general-purpose

computer while the user operates this computer as if operating self-designed special traditional equipment. The

appearance of virtual instrument technology breaks through the traditional instrument mode defined by the

manufacturer that does not allow the user to change it. Given sufficient space to utilise their ability and imagination,

users can design own instrument system to satisfy various application demands.

Today, the emphasis in engineering labs is on implementing devices that provide a graphical computer interface, a

range of input/output devices, the ability to record results and feedback [1-2]. These devices provide a set of virtual

instruments that are not only applicable to laboratory work but industrial applications as well [1-4]. Figure 1 shows the

appearance of traditional and virtual measurement instruments.

Figure 1: Appearance of a traditional measurement instrument and a virtual one.

LabVIEW is a programming environment based on the concept of data flow programming. This programming paradigm

has been widely used for data acquisition and instrument control. There are three important components involved in test

and measurement applications, namely data acquisition, data analysis and data visualisation. LabVIEW features an

easy-to-use graphical programming environment covering these vital components [5-6]. Many exciting experiments can

be designed and demonstrated by integrating these powerful virtual instrument technology products in a flexible

laboratory environment, with enormous possibilities of expansion and experimentation [7-8]. Figure 2 shows the

statistical data of software used in virtual instrument design research in the IEEE database from 2004 to 2007. Data

shows 65.7% of users prefer LabVIEW as their design software.

Figure 2: The statistical data of software used in virtual instrument design research in the IEEE database from 2004 to 2007.

Instructional Systems Design (ISD) is a process to ensure that learning does not occur haphazardly, but is developed

using a process with specific measurable outcomes. The responsibility of the instructional designer is to create an

instructional experience, ensuring that learners will achieve the goals of the instruction. The ADDIE modelis a generic,

systematic approach to the instructional design process, providing instructional designers with a framework to ensure

their instructional products are effective and their creative processes are as efficient as they can possibly be. The phases

are: (1) Analyse: define the needs and constraints; (2) Design: specify learning activities, assessment, and choose

methods and media; (3) Develop: begin production, formative evaluation and revision; (4) Implement: put the plan into

action; (5) Evaluate: evaluate the plan from all levels for the next implementation [9].

DEVELOPMENT PROCESS

The five phases of the ADDIE model are ongoing activities continuing throughout the training program. After building

the training program, the other phases do not end once the training program is carried out. The five phases work like a

loop. They are continually and regularly repeated to see if further improvements can be made. The following chart

shows the instructional design process:

Figure 3: The flow chart of the development process.

Analysis

In the research process, analysis occurs after a literature probe, consulting with experts and interviews with students. A

clear and definite arrangement is shown below:

Virtual measurement instruments: contain the measurement equipments of the electrical and electronic laboratory

at the college level of technological and vocational education;

Students: must have basic design ability in LabVIEW program;

Goal of course: train the student to be able to design and construct the desired measurement instruments such as a

signal generator and power supply. Moreover, make students be able to apply it to the monitoring and control systems;

Laboratory equipment: computer Pentium IV, DAQ card PCI-6251 M Series, LabVIEW7.1 and NI ELVIS system.

Design

In this process, class outline, order of subjects, chapter arrangement and time arrangement of topics, and course plans

are built. Table 1 shows the design.

Table 1: Class outline design.

Ch.

Subject

Content

Introduction to virtual instrument and LabVIEW

(1) Introduction to virtual instrument

(2) LabVIEW

Introduction to experimental equipments

(1)Equipment use

(2) Marks of prototype circuit board

(3) DAQ card

(4) Signal connection

(5) Bypass Mode

(6) Software

(7) Adjustment

(8) Quiz

Data acquisition device

(1) DAQ introduction

(2) DAQ installation

(3) Quiz

* Virtual digital multi-meter operation, design and

All the subjects contain the following

measurement experiment

outlines in the left square:

* Virtual thermometer operation, design and

measurement experiment

(1) Goal

* Virtual impedance analyser operation, design and (2) Related knowledge

measurement experiment

(3) Measurement experiment

* Virtual signal generator operation, design and

(4) Programmable design

measurement experiment

(5) Discussion

* Virtual oscilloscope operation, design and

(6) Homework and report

measurement experiment

(7) Quiz

* Virtual bode analyser operation, design and

measurement experiment

* Virtual digital writer operation, design and

measurement experiment

* Virtual digital reader operation, design and

measurement experiment

* Virtual arbitrary signal operation, design and

measurement experiment

* Virtual two-wire operation, design and

measurement experiment

* Virtual three-wire operation, design and

measurement experiment

(Every subject is arranged for a 3 hours class)

Magnetic field measurement experiment

(1) Goal

(2) Fundamental knowledge

(3) Magnetic measurement test

(4) Discussion

(5) Homework and report

(6) Quiz

Mechanical movement measurement experiment

(1) Goal

(2) Fundamental knowledge

(3) Motor speed measurement test

(4) Discussion

(5) Homework and report

(6) Quiz

Remark: excluding mid-term and final exams, there are 48 hours in total.

Development

All the teaching materials are written based on Chapter 3 to ensure consistency. When the lecture materials are

completed, seven experts and scholars are invited to amend the developed teaching lectures and any unsuitable design.

Table 2 shows the results of expert examination. Moreover, according to the revised opinions given by these experts

and scholars, the material is corrected and revised.

Table 2: Results of expert examination.

Evaluation

Statistical

Reference Index

Item

results

1.1. easy to understand

4.7

1 Publication .

1.2. easy to read

4.7

Features

1.3. printing is clear

4.6

1.4. neatly printed pages

4.8

2.1. meets the new-tech. demand

4.7

2. Goals of Course

2.2. meets the demand of the industry

4.2

2.3. meets the demand of departmental development

4.5

2.4. the goal is clear

4.9

2.5. involves the cognitive domain, affective domain and psychomotor domain

4.6

2.6. fits the student learning level

4.4

3.1. the content can achieve the goal of the course

4.4

3. Content

3.2. the content includes the fundamental concepts and professional skills

4.7

3.3. the content is correct and the writing is smooth

4.6

3.4. the content meets the demand of skill learning

4.7

3.5. the amount of content is appropriate

4.4

3.6. the difficulty level of the content is appropriate

4.8

4.1. the structure is suitable

4.8

4. Organisation

4.2. the content progresses from the fundamental to difficult level

4.5

4.3. the content is expandable and associable

4.7

4.4. good connection with every teaching element

4.3

4.5. the content is logical and well organised

4.8

4.6. the content is concerned with theory and practical skills

4.6

5.1. the content excites students’ interest

4.7

5.Teaching

5.2. the content gives students the ability to be able to think and explore

4.2

5.3. the content gives student the chance to learn about the modern profession

4.3

5.4. the content excites students to create and solve problems

4.2

5.5. the quiz can reflect the learning results

4.2

5.6. the course can be a feature in the department

4.3

6.1. every subject clearly describes the key learning points

4.4

6. Supplementary

6.2. the amount of quiz design, homework and reporting is appropriate.

4.6

6.3. the content fits the experimental equipments

4.9

Remark: Each evaluation item is worth 5 points.

Implementation

This class was offered as an elective in the fall semester, 2007 in the Department of Industrial Education and

Technology, National Changhua University of Education, Changhua, Taiwan. The course is called Programmable

Virtual Instrument Technology and lasts for 3 hours and is worth 3 credits. There were 39 students enrolled. Figure 4

shows the course inquiry system of the NCUE indicating the status of this course.

Figure 4: Course inquiry system of NCUE (https://aps.ncue.edu.tw/qry_course.php)

Evaluation

In teaching experimental design, a quasi-experimental design is applied. Pre-test and post-test design method is used in this

course evaluation [10]. Bloom proposed a taxonomy for educational objectives in 1956 [11]. According to this theory, the

evaluation involves three domains. The evaluation forms that were developed and designed were the cognitive test,

affective scale form and psychomotor scale form. Figure 4 shows the schedule of formally evaluating the three domains.

These three evaluation tools can be designed and developed during the development and implementation phases.

Figure 5: Chart showing the schedule of formally evaluating the three domains.

For the results of the affective domain, Table 3 shows the result of the questionnaire in the affective domain. Thirty-

nine students attended the class. The questionnaire was examined by three experts for validity and the Cronbach's alpha

value of reliability was calculated to be 0.949.

Table 3: Results of questionnaire of the affective domain.

№

Statistical results

94.8% think the content of teaching material is correct and easy to read

92.3% think the amount of content is appropriate

76.9% think the difficulty of the teaching material is suitable

一

89.7% think the content of teaching material is logical and well organised

84.6% think the teaching material has a good connection with the teaching

92.3% think the teaching material clearly explains professional concepts in all aspects

89.8% think the teaching material is concerned with theory and practical skills

97.4% think the goal of each chapter clearly expresses the key points of learning

89.7% think the teaching material can stimulate the personal learning motivation and interest

84.6% think the teaching material can provide personal learning desire and exploration

二

94.9% think the teaching material can provide a opportunity to learn a different technical profession

89.7% think the quiz properly assesses the learning

97.4% think the teaching material corresponds with the experimental equipment

84.7% think the teaching material includes enough professional knowledge in virtual instrument measurement

84.6% think the course helps to increase the ability of LabVIEW programming and analysis

89.8% think this course promotes personal knowledge and skills in a new measurement field

92.3% think the course promotes knowledge and skills in understanding the structure of computer measurement instrument

三

76.9% think this course promotes personal knowledge and skills in measurement operation

89.7% think this course promotes personal multidimensional profession

87.2% think this course promotes personal competing ability in profession

87.1% think this course offers a personal professional advantage for future jobs

97.4% think the virtual instrument is superior in cost than the traditional one

89.7% think the virtual instrument is superior in repairing to the traditional one

97.4% think the virtual instrument is superior in function update to the traditional one

四

87.2% think the virtual instrument is superior in convenience to the traditional one

87.1% think the virtual instrument is superior in application to traditional one

92.3% think the virtual instrument is superior in adding functions to traditional one

87.1% think the virtual instrument will replace the traditional one

CONCLUSIONS

This research combines the theory of technological vocational education and practical programming skills to develop a

modern and industry-needed oriented virtual instrument technical course and teaching materials. This development

process ensures the teaching materials will satisfy students, instructors and industry people. This course not only

provides professional knowledge, software design practice and technical operation, but also gives students a chance to

learn modern industrial technology. The completion of this research will increase the technological literacy of the

measurement field of technological vocational students and will give students advanced professional knowledge and

higher technological ability, helping them to compete for future jobs.

REFEERENCES

Basher, H.A., Isa, S.A. and Henini, M.H.A., Virtual laboratory for electrical circuit course.

Proc. of IEEE Southeast

Conf

., North Carolina, USA (2004).

Resendez, K. and Bachnak, R., LabVIEW programming and Internet-based measurements.

J. of Computing

Sciences in Colleges

18, , 79-85 (2003).

Pecaric, M., The role of the personal computer in the design and development of advanced life-support equipment

for tactical aircraft.

The Centre for Advanced Studies on Collaborative Research Conf

., Ontario, Canada (1995).

Fayne, E., Mills, L.J., Ireland, P., McGrory, J. and Ventura, J., LabVIEW: instrumentation lab and industry.

Memphis Area Engineering & Sciences Conf.

, Memphis, Toronto (2004).

Ferrero, A. and Piuri, V., A simulation tool for virtual laboratory experiments in a WWW environment.

IEEE

Transactions on Instrumentation and Measurement

, 48, , 741-746 (1999).

Spoelder, H.J.W., Virtual instrumentation and virtual environments,

IEEE Instrumentation & Measurement

Magazine

, 2, , 14-19 (1999).

Yong, H., Tian, G-L. and Bao, Y-D., Application of network-based virtual instrument technology on remote

vehicle inspection.

4 Int. Conf. on Machine Learning and Cybernetics

, 3, 1428-1436, China (2005).

Rapuano, S. and Zoino, F., A learning management system including laboratory experiments on measurement

instrumentation.

IEEE Transactions on Instrumentation and Measurement

, 55, , 1757-1766 (2006).

Dick, W. and Carey, L.,

The Systematic Design of Instruction

(4 Edn), NY: Harper Collins College Publishers (1996).

10. Cavana, R.Y., Delahaye, B.L. and Sekaran, U.,

Applied Business Research: Qualitative & Quantitative Methods

(1 Edn), Brisbane: John Wiley and Sons Ltd. (2001).

11. Bloom, B.S.,

Taxonomy of Educational Objective

. NY: David Mackay Company (1956).