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Stream/Area:
-
Subject:
-
Paper ID:
IJSREM68600
Volume:
10 |
10 |
Oct 2026
Pages:
1-3
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
Artificial intelligence and machine learning (aiml)
Zeal Polytechnic
Artificial intelligence and machine learning (aiml)
Zeal Polytechnic
Artificial intelligence and machine learning (aiml)
Zeal Polytechnic
Artificial intelligence and machine learning (aiml)
Zeal Polytechnic
Artificial intelligence and machine learning (aiml)
Zeal Polytechnic
Practical laboratory work is essential for understanding scientific concepts, yet many institutions lack the equipment, space, funds and safety infrastructure to provide it. This paper presents LabVerse AI, an AI-powered virtual laboratory in which students explore a 360-degree immersive lab, select virtual tools and perform Physics and Chemistry experiments step by step. An integrated AI assistant guides the student through each procedure, explains the underlying concepts and helps interpret the observed results. The paper describes the objectives, the limitations of existing systems, the proposed system, its workflow and methodology, and its advantages. LabVerse AI aims to make practical learning accessible, engaging, safe and cost-effective without requiring a fully equipped physical laboratory.
KEYWORDS
This paper presented LabVerse AI, an AI-powered virtual laboratory that combines a 360-degree environment, interactive step-by-step experiments and an intelligent assistant. By making practical learning safe, accessible, engaging and affordable, it can extend laboratory experience to students who lack physical facilities and can complement existing laboratories. Future work includes adding more subjects such as Biology, supporting virtual-reality headsets, multi-student collaboration and learning analytics, and validating learning outcomes in classroom studies.
[1] T. de Jong, M. C. Linn, and Z. C. Zacharia,“Physical and virtual laboratories in science and engineering education,” Science, vol. 340, no. 6130, pp. 305–308, 2013. [2] J. R. Brinson, “Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research,” Comput. Educ., vol. 87, pp. 218–237, 2015. [3] N. D. Finkelstein et al., “When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment,” Phys. Rev. ST Phys. Educ. Res., vol. 1, 010103, 2005. [4] V. Potkonjak et al., “Virtual laboratories for education in science, technology, and engineering: A review,” Comput. Educ., vol. 95, pp. 309–327, 2016. [5] C. E. Wieman, W. K. Adams, and K. K. Perkins, “PhET: Simulations that enhance learning,” Science, vol. 322, no. 5902, pp. 682–683, 2008.
Publication Date
10/31/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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Conflict of Interest
The authors declare no conflict of interest related to this research work.
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