PAPER A HOLISTIC VIRTUAL LABORATORY ON WIRELESS COMMUNICATIONS AND SENSOR NETWORKS A Holistic Virtual Laboratory on Wireless Communications and Sensor Networks http://dx.doi.org/10.3991/ijim.v7i3.2480 Christos K. Liaskos1, George C. Koutitas2, and Ioannis P. Vlahavas2 1 Aristotle University of Thessaloniki, Thessaloniki, Greece 2 International Hellenic University, Thessaloniki, Greece Abstract—Virtual laboratories have evolved into an ade- quately mature educational tool for multiple fields of study. Their use is especially beneficial to modern topics such as modern wireless communications. Related solutions in this field explored various approaches and architectures in de- signing such a virtual environment. The presented software package combines these fragmentary conclusions to a holis- tic and extensible laboratory architecture. Classic and mod- ern topics, such as propagation, green networking, indoor communications and sensor networks are discussed through interactive 2D/3D environments. The student is also intro- duced to field measurement procedures and ray tracing principles. Statistical assessment in the context of a post- graduate course in wireless communications demonstrates the educational benefits of the approach. Index Terms—virtual laboratory, holistic approach, wireless communications, sensor networks. I. INTRODUCTION Engineering has been expanding fast in depth and in number of covered fields over the past decades. The pro- duction rate of new knowledge raises educational issues, since engineering course curricula and laboratory equip- ment cannot keep up. Education on wireless communica- tion and sensor networks constitutes a most representative case of the problem. Networking engineers need to get familiar with classic theories, such as the equations of Maxwell and Shannon’s theory of channel capacity and their implications. Moreover, node mobility, energy effi- cient networking, wireless indoor coverage, sensors and quality of service have evolved to such common, everyday terms that a related educational course is prohibited to ignore. However, constant course curricula and lab up- dates are not economically viable. Therefore, there is a need for a holistic and extensible virtual laboratory that will offer coverage of all critical wireless engineering is- sues. This paper presents a software package, incorporated to the postgraduate studies of the International Hellenic University, Greece. A virtual laboratory can be perceived as a simplified simulator of an existing system. A related, albeit different concept is the remote laboratory. In this case, a piece of software provides controlled access to distant equipment over the Web. The presented software is a purely virtual lab that addresses all vital aspects of modern communica- tions and can be deployed in a standalone fashion. Virtual and remote laboratories have reached a high de- gree of maturity over the past years. The study of [1] quantified and compared the learning rate induced by vir- tual labs and lectures on computer networking. The results show that virtual labs can indeed achieve at least the same degree of knowledge absorption as a lecture based ap- proach. However, such a favorable outcome implies that a high degree of realism is attained by the virtual lab [2]. The pedagogical content can also be adaptive to the stu- dent needs. For example, [3] proposes a self-evaluation scheme that can be used for adapting a laboratory to the student needs on the fly. An underlying virtual machine- based architecture is also assumed. Indicative applications of virtual labs include electronics [4], wired networking [5], renewable sources of energy and e-health [6]. Various, outstanding virtual laboratories on wireless communications and sensor networks have been imple- mented independently by academic and commercial enti- ties. As expected, however, the achieved topic coverage is fragmentary and overlapping. Thus, covering the contents of a given course would typically require the concurrent adoption of more than one of these laboratories. However, the applications follow different functionality and GUI principles. Thus, familiarizing with several of them, typi- cally in a single semester, would result into an impracti- cally steep learning curve for the students. Furthermore, overlapping topics and lack of interoperability would force a student to pointlessly learn to do the same thing (e.g. setup an antenna) in several GUI environments. Nonetheless, the point of a virtual lab is not to familiarize the students with new software, but rather to help them understand the studied topic in greater depth. The present- ed software package addresses this issue, providing a ho- listic coverage of wireless engineering topics in a well- defined, non-overlapping and extensible manner. The remainder of this paper is organized as follows. Section II studies notable, related virtual laboratories. Sec- tion III presents the course curricula targeted by the virtual laboratories. Implementation issues are discussed in Sec- tion IV. Student feedback assessment and deployment experiences are described in Section V. Conclusive re- marks are given in Section VI. The present work comple- ments the demonstration of by presenting the yearlong statistical assessment of the package, as well as by incor- porating the sensor network topic. II. RELATED SOFTWARE PACKAGES Virtualizing wireless communications systems has gained significant focus from academic and commercial entities. Various software packages have been presented, each with a specific focus. iJIM ‒ Volume 7, Issue 3, July 2013 15 PAPER A HOLISTIC VIRTUAL LABORATORY ON WIRELESS COMMUNICATIONS AND SENSOR NETWORKS Explanation of theoretic modulation and encoding is the strict goal of [7] and [8]. These labs allow the student to form circuits and set driving signals and oscillators, in an effort to visualize the transformation that a piece of infor- mation goes through before its wireless propagation. In a similar manner, [9] studies channel modeling alongside modulation and encoding issues, introducing error correc- tion codes as well. The package adopts a textbook based, block diagram interface, commonly found in tools such as MATLAB/SIMULINK. The WiFi Virtual Laboratory of addresses node positioning and networking issues in the context of the IEEE 802.11 standard. The basics of Medi- um Access Control (MAC) and Transfer Control Protocol (TCP) are examined. In particular, the laboratory visual- izes the exchange of Ready-to-Send/Clear-to-Send MAC signals, as well as the TCP handshaking process. A newer iteration of the approach allows for cooperative involve- ment of multiple users at once. Using commercial simula- tors –for educational purposes is also a popular approach. These software packages can be used to model any com- munications system, without restriction. However, they require familiarization with a programming environment designed for specialists. In other words, in depth knowledge of the studied topic is required prior to their use, contradicting to their use as educational tools. Finally, another commercial educational solution, offers technical training by virtualizing actual hardware. Network routers, switches, hubs and cables are fully presented in a 3D envi- ronment. However, no connection to theoretical aspects is provided. This continued fragmentation of topics is in opposition to, which states that there is a need for merging several simulation tools and virtual lab software for a sin- gle university course. Most importantly, all related studies, commercial or not, focus on classic issues of wireless communications, disregarding the modern aspects of green engineering, sensor networking and energy efficien- cy. Table I compares the features offered by the presented and existing virtual laboratories. The presented package promises much wider topic coverage. This conclusion holds not only for the number of topics, but for the num- ber of studied standards as well. Cellular telephony, wire- less LAN and digital television standards are discussed through the various GUIs. It is notable that certain ap- proaches offer greater depth of study in certain topics. For example, [7] and [9] excel at specializing in modulation and encoding issues, as discussed. However, there is no straightforward way for combining the related approaches in one concrete whole. A student or tutor would have to install all packages of interest, get familiar with the differ- ent GUIs and extract the useful features. The presented laboratory is intended as an approach that generalizes and combines the preceding efforts in a well-defined whole. Furthermore, classic and modern is- sues of wireless communications are covered. Antenna design and positioning channel modeling, adaptive/static modulation, mobility, coverage estimation, networks planning of indoor and terrestrial networks, green com- munications and sensor networking are thoroughly dis- cussed through intuitive 2D/3D parametrical interfaces. Hierarchical content and persistence of GUI traits throughout the lab makes for a smooth learning curve. The applications take advantage of integrated ray tracing algo- rithms that have been validated with real measurements to increase the accuracy of the findings. The software pack- age is extensible, free and open source, implemented in plain MATLAB™ code. The use of alternative platforms (e.g. OCTAVE) is possible, but not actively supported by the authors due to market exposure, extensibility and per- formance limitations. TABLE I. COMPARISON OF VARIOUS VIRTUAL LABORATORIES ON WIRELESS COMMUNICATIONS IN TERMS OF COVERED TOPICS. PLUS SYMBOLS DENOTE THE RELATIVE RANKING IN TERMS OF FEATURES. Topics covered IHU Vlabs [7] [9] [8] Propagation mechanisms ++ Antennas ++ Node mobility ++ + Channel models ++ Modulation + ++ ++ Encoding + ++ + Standards GSM, UMTS, WiFi, DVB WiFi Network Planning ++ + Green Networking ++ Sensor Networking ++ III. PEDAGOGICAL SCOPE: TARGETED COURSES AND METHOD OF INCORPORATION MSc courses typically incorporate a large diversity of taught modules and students with heterogeneous back- grounds. In addition, their duration is limited, constituting the virtual laboratories significant in the absorption of knowledge. GUI demonstrations and virtual experiments are important for educational purposes since they provide a holistic and an applied view of the taught concepts. This Section presents a real MSc course which incorporated the discussed virtual laboratory in its structure. The MSc modules are introduced, mentioning the related virtual laboratory GUIs. The GUIs themselves are detailed in Section IV. A. Related MSc Modules The following three modules of the MSc in Information and Communication Technology (ICT) Systems of the International Hellenic University are offered as a 19hour core and elective package over a 13 week term. The virtu- al laboratory acts as a supplement to traditional, classroom teaching, which takes place in parallel over the same peri- od. A complete description of the MSc program curricu- lum can be found in. The number of enrolled students specializing in communications is typically 15 ! 30 per year. The virtual laboratories focus on the most critical and difficult to understand subjects. Mobile Communica- tion Networks (9hour): This is a core module in the cur- ricula and explores the functionality layers of wireless networks for different wireless communication platforms such as WiFi, Digital Video Broadcasting (DVB), Long Term Evolution (LTE), WiMax, Bluetooth, adhoc and mobile satellite systems. In addition, network planning aspects of wireless systems are investigated, giving a more industrial perspective to the course. The module concen- trates on physical layer aspects, such as channel modeling, modulation coding, antennas and propagation since they typically comprise challenging concepts for the majority of the enrolled students. The virtual labs on wireless 16 http://www.i-jim.org PAPER A HOLISTIC VIRTUAL LABORATORY ON WIRELESS COMMUNICATIONS AND SENSOR NETWORKS communications help the student understand the wireless channel under theoretical and virtual drive test procedures (see core vlabs 1, 2, 3, Section IV) and perform her own network planning and testing investigations in terrestrial and indoor networks (see application labs 6 ! 8) Sensor Networks (5hour): This is an elective module in the cur- ricula and explores data communication aspects in sensor networks. The module covers ad hoc, mesh and star topol- ogies and concentrates on energy efficiency and network- ing issues. Specifically, sensor network topology mainte- nance and routing algorithms are thoroughly investigated within the context of the module, while the network lon- gevity is a major performance metric. The virtual labs on sensor networks explore both aspects and more precisely vlab 5 investigates network topology control whereas vlab 6 explores routing algorithms. Green ICT (5hour): This is an innovative module offered as an elective module in the curricula. The Green ICT is divided into two main areas. The fist concerns the use of ICT for sustainable growth and better quality of life, focusing on environmental moni- toring and participatory sensing. The second part focuses on energy efficiency issues in wired and wireless net- works. The environmental impact of green computing and network planning techniques is discussed, focusing on the resulting total CO2emissions and grow sustainability. More precisely in vlabs 6 ! 7 the user has the ability to explore different DVB network planning architectures and observe the total network power consumption and CO2emissions based on empirical models that correlate the base station power consumption with the wireless transmission output. This is important since the base sta- tions in a wireless network are the most energy ‘hungry’ elements. Furthermore, in vlab 5 the user has the ability to observe energy efficiency and battery level indications in a sensor network under different topologies and this is then used to quantify the network lifetime. B. Teaching Method MSc in ICT Systems favors adaptive self-learning and lifelong education schemes. From the teaching perspec- tive, the virtual laboratories are at first demonstrated in a supervised manner to the students during the semester, at the end of critical module chapters. There are 3 virtual laboratory tutorials per module where the students gain hands on experience within the PC lab of the International Hellenic University (IHU). It is highlighted that the software package is accompa- nied by a set of exemplary solved examples as well as unsolved problems. The demonstrator briefly describes the available set of exercises that can be found at the related web site. Then, the students are given a predefined time window (typically a week) to run their own experiments and discuss the conclusions with the tutor. The virtual lab exercises can be a part of the final course mark, depending on the institution and the professors’ preferences. Their scope is to stimulate discussion on applied aspects in tele- communications and encourage further studies on the cov- ered topics. IV. DESIGN AND IMPLEMENTATION In accordance with the course curriculum and the gen- eral structure of the related textbooks, the laboratory was divided into seven topics. Each topic is treated through a dedicated corresponding application. However, the topics covered are not uncorrelated. Certain basic topics of wire- less communications needed to be covered first. The re- maining topics can be perceived as application scenarios that rely on this basic knowledge. Thus, a hierarchical architecture was chosen for the software package. The following three core laboratories deal with basic issues, each encapsulated into the other in the way depicted in Fig. 1. The full, explicit depth and functionality of each lab can be derived from their online documentation. A compact overview follows: Core lab 1. The lab introduces the students to antenna characteristics, propagation mechanisms and path loss models. The user is able to setup and customize a receiver and a transmitter, regulating transmission power, antenna patterns, orientation and resistance, receiver sensitivity and path loss attributes. The educational goal is the for- mation of an empirical connection between the setup choices, the resulting power measurements and the achieved wireless coverage. The lab uses discrete event simulation. Core lab 2. Having studied static topologies, the com- plete functionality of the first lab is transferred to a mobile setting. In a full 3D environment, the user is able to con- figure the movement of a vehicle through a simple urban environment. A parametric 3D world introduces the no- tion of non/line of sight communications, shadowing, fad- ing and noise effects. The 3D world was designed in VRML (Virtual Reality Modeling Language) and is ani- mated through the MATLAB Animation Toolbox. In con- junction with the first core lab, a complete coverage of physical layer issues is achieved (Fig. 2). Once again, the simulation is nonrestrictive, discrete event based. Core lab 3. The third core lab proceeds to study the ef- fects of encoding and modulation in the context of the GPRS (General Packet Radio Service) and UMTS (Uni- versal Mobile Telecommunications System) standards. Achieved bitrates and call dropping probabilities are stud- ied thoroughly in a mountainous terrain traversed by a vehicle. The lab also introduces the student to field meas- urement techniques, detailing a realistic equipment setup mounted on the traveling vehicle. Utilizing this fact, the Figure 1. The content of the GUIs comprising the virtual application influences the software architecture as well. The functionality of each core module is incorporated to subsequent applications. The formed parent-child hierarchy means that the laboratory exercises become more advanced, while using already learned GUI elements. iJIM ‒ Volume 7, Issue 3, July 2013 17 PAPER A HOLISTIC VIRTUAL LABORATORY ON WIRELESS COMMUNICATIONS AND SENSOR NETWORKS (a) Application of the concept of Fig. 1 to the interface of the second core lab. The annotated panel incorporates the functionality of the first core lab pertaining to antenna patterns, loss models and propagation. The functionality is then extended to cover mobility, fading, noise and simple encoding aspects. A text book styled block diagram of the chan- nel provides connection to theory. (b) Apart from theoretic representation, the labs offers animated visuali- zations of the studied phenomena. Thus, a degree of realism is achieved. In the depicted case, the rays propagate on their surroundings, traveling from a transmitter to a vehicle moving along a road. Figure 2. The GUI of the second core lab as an example of practical application of the design concepts. student is also introduced to channel measurement setups and statistical channel modeling concepts. This laboratory employs deterministic animations and the student is able to execute any part of the recorded vehicle route. Howev- er, the signal reception is simulated (discrete event based) and the student can observe the effects of his choices in the reception quality. The remaining laboratories are characterized as strongly applied scenarios. They rely on and encapsulate the com- plete functionality of the three core laboratories and study the following settings. They also serve as examples for building advanced extensions covering modern issues of wireless communications. Full discrete event simulation is used in each lab: Application lab 4. The laboratory aims to familiarize the student with the issue of balancing QoS and energy efficiency in a network. The setting comprises a real 3D terrain (Geographic Information GIS data of a region of Western Macedonia, Greece). Relying on the experience gained from the core labs, the user is asked to place and configure broadcast transmitters on the terrain in a way that yields acceptable coverage and CO2 emissions. A software module visualizes signal quality in the form of a still TV image, connecting theory to practice. The user can also explore the effects of different transmission parame- ters(guard interval, modulation type, etc.) on the provided QoS. Application lab 5. This laboratory seeks to incorporate research elements in the presented software package. A DVB scenario is assumed over the terrain of the applied lab 1. The transmitter positions may only be placed on mountain tops, as in reality. Furthermore, we assume in- terest in providing wireless coverage only to populated areas (towns and villages). The advanced student is ex- pected to devise a way of choosing the proper amount and positions of transmitters, while keeping CO2 emissions in check. In for example, genetic algorithms were successful- ly adopted for the task. Application lab 6. Indoor network planning is studied next. The student is familiarized with ray tracing princi- ples and deterministic channel estimation in a WiFi set- ting. The effects of adaptive modulation are studied in detail. Additionally, the student ma also perform research in minimizing the number of access points required to cover the inner parts of a building. Real floor plans and ray tracing data are supplied. Finally, the user can study narrowband and wideband channel characteristics ob- tained by the ray tracing code (Rice factor, Delay spread, etc.). Application Lab 7. Network formation, routing, topol- ogy control and maintenance algorithms for sensor net- works are studied in the final laboratory. The student can observe the efficiency of well-known topology mainte- nance algorithms. Algorithm dependent energy consump- tion is also calculated. The laboratory also serves as a proof of concept for incorporating third party simulators to the presented software package. The routing module stems from, while topology maintenance functions are derived from. A snapshot of the routing module is given in Fig. 3. The topology maintenance module follows the same GUI principles. A. Educational Principles The presented software package aims at providing a ho- listic coverage of wireless communication topics. The hierarchy of the GUIs promotes the progressive familiari- zation of the student with theoretic and practical aspects of wireless networking. The study is both qualitative and quantitative. Upon completing a set of exercises, the user is expected to have formed a mental link between a net- work configuration and the resulting link budget. Fur- thermore, a connection between a link budget and the en- suing quality of service (QoS) is attempted. For example, the DVB applied lab visualizes the expected video quality for a given Signal-to-Noise level at the receiver. The aforementioned educational goals are thus defined as fol- lows. The user is expected to: a) Perform a holistic study of wireless networking. b) Connect network conditions to rough link budget expectations (quantitative study). c) Correspond link budgets to practical QoS levels (qualita- tive study). 18 http://www.i-jim.org PAPER A HOLISTIC VIRTUAL LABORATORY ON WIRELESS COMMUNICATIONS AND SENSOR NETWORKS Each GUI offers a very high number of possible con- figurations. The idea is to simulate reality from the aspect of a high number of freedom degrees. The GUIs purpose- fully provide a system setup that cannot be configured for successful operation in an obvious way. Indeed, a student would require days of work to solve an exercise, should he resolve to “brute forcing” the form controls without un- derstanding their physical meaning and impact. The user is thus forced to gain a theoretical and practical under- standing of the inner workings of the simulated system. This approach also serves as a mild introduction to diffi- culties of setting up a real system. The quasi-realistic degree of freedom calls for a well planned series of exercises that guide the user through the simulated environments. These exercises are consid- ered essential to the success of the software package. Starting of with elements of theory, these exercises ex- plore system aspects in an incremental fashion. They also aim at demonstrating the full potential of the GUIs, thus acting as a form of hands on manual as well. The incre- mental complexity of the exercises is also reflected on the complexity of the corresponding GUI controls. B. Technical Principles As stated, an educational goal of the software package is to connect theory to practice. Block diagrams constitute a classic way of representing wireless channel models and networking issues. Therefore, the GUIs incorporate both block diagram representations and realistic 3D visualiza- tions of the examined scenarios. A typical example of the concept is given in Fig. 2. The user may select the opera- tional attributes and observe the impact on the virtual en- vironment, as well as on the block diagram. Combined with the ensuing measurements, the formation of a mental link between the theoretical representations and the end result is attempted. The packages employ discrete event simulation for their operation, which is derived from MATLAB. The software package was designed to provide a smooth learning curve. This principle is also evident from the GUI design. Each lab is designed to occupy a single configuration form, providing access to all features in a non-cluttered manner. Simplicity is maintained in the GUI design choices, adopting only classic form controls. Pan- els group form components by functional purpose. The GUIs are designed to fit nicely in a PC or laptop screen. All aforementioned actions aim at facilitating the sub- mergence of the user into the studied topics, rather than into familiarization with GUI quirks. A critical technical consideration was extensibility. Apart from the modular design presented in Fig. 1, the software architecture enables the easy addition of new antenna types, measurement configurations and channel models. Exploiting the support of MATLAB for object oriented programming, any such an addition is as easy as extending a predefined class interface. MATLAB code is stored in simple text files. The addition of such files into predefined folders is automatically detected and the GUIs are updated correspondingly. These simple modules, along with cached data files (e.g. ray traced maps and field measurements) are fed to a MATLAB/SIMULINK model that handles the synchronization between user actions and virtual world updates. The virtual worlds themselves are stored in the well-known VRML format (Virtual Reality Modeling Language), enabling straightforward customi- Figure 3. Snapshot of the wireless sensor routing module. The student can set up a topology, either manually or via automatic deployment. Once the physical parameters have been set (e.g. channel type), packet routing events can be observed, logged and statistically studied. Origi- nal functionality is derived from. zation. A laboratory can be fully or partially encapsulated into another by incorporating the corresponding SIMULINK model and associated files, implementing the educational hierarchy of Fig 1. Finally, proper documentation was considered essential to the software package. The virtual laboratories come with extensive manuals covering the aspects of the devel- oper (architecture and extensibility), the tutor and the stu- dent. V. STUDENT FEEDBACK ASSESSMENT The virtual labs were used by postgraduate students of the MSc program in ICT Systems at the International Hel- lenic University for the academic year (2011 ! 2012). The involved students were asked to provide feedback regard- ing their overall experience. The goal of the assessment was to hint whether the virtual laboratory succeeded in spurring the students’ interest during their studies. The department tutors were actively involved in the software design and development. Therefore, an objective assessment could only rely on the student experience and the end result (course grades). It is clarified that no claim is made towards quantifying the impact of the laboratories on the course grades. Teaching is a complex process, in- volving highly variable parameters such as tutor/student commitment and talent. The presented process simply presents data that hint increased student interest due to the use of the laboratory. At first, volunteers were called to participate in the evaluation process. More than a full month after the end of the course, a number 12 out of the total 20 students exhib- ited interest in the process. In other words, more than 50% of the students volunteered without any motive regarding their grades or other. The students filled in a questionnaire regarding their overall experience with the software pack- age. The questionnaire included questions regarding the usefulness of the labs, their ease of use, the GUI environ- ment and the ability to enhance the knowledge of the stu- dent in difficult concepts of the taught modules. The fol- lowing questions and possible answers were considered: Question 1: Did you find that the virtual labs on Mo- bile Communications and Sensor Networks meet recent technological needs of the telecommunication and IT sec- iJIM ‒ Volume 7, Issue 3, July 2013 19 PAPER A HOLISTIC VIRTUAL LABORATORY ON WIRELESS COMMUNICATIONS AND SENSOR NETWORKS tor? This question was used to quantify how the labs cap- tured modern issues of telecommunications. Question 2: Were the virtual labs useful for better un- derstanding the related course modules? The question was used to capture the relevance of the exercises with the taught content. Question 3: Would you recommend it to another stu- dent of another institution? It was used to observe the po- tential penetration of the labs to other institutions. Question 4: Did you find the virtual labs easy to use? Used for quantifying the ease of use of the software pack- age. Question 5: Did you find the GUIs of the virtual labs easy to use and user friendly? It was used to observe if the GUIs are user friendly and facilitate their use. Question 6: Did the GUI’s of the different exercises incorporated repeating, reusable elements? It was used to observe if different laboratory environments incorporated similar components and thus did not require completely different practice to understand. Question 7: Overall the virtual labs increased my inter- est in Mobile Communications and sensor networks. It was used to observe if the software package stimulated the interest for the specific module. The possible answers to the above mentioned questions were 1-strongly disagree, 2-disagree, 3-neutral, 4-agree, 5- strongly agree. The results are shown in Fig. 4. It can be observed that despite the fact that most of the students were graduates of different departments, such as computer science, electrical engineering, mathematics, physics, technology management and electronics, the labs in- creased their interest in the modules and enhanced their knowledge of the taught subjects. An average score of 4.6 was observed. It is also noted that the 12 volunteers had higher final grades in the Mobile Communication Networks module (+1 unit by average in an integer scale 1 ! 10) than the ones that did not participate in the assessment process. This outcome may exemplary mean that: • The laboratory spurred the interest of the 50% of the students, OR • It was beneficial to the most committed students, which happened to be the 50% of their total number. In general, the aforementioned lightweight assessment yielded a sense of positive contribution to the students’ experience. The laboratory was thus adopted for perma- nent use in the course curriculum. A. Technical Deployment Experiences Adopting the MATLAB platform for the implementa- tion of the presented software package resulted into im- portant gains and losses. This section presents the encoun- tered problems and proposed workarounds. While MATLAB code makes for open, shorter and more understandable source code, licensing issues must be considered in advance. Academic licenses are provided by the manufacturing firm. However, seat limitations and potential budget shortages may require special handling. In all, the authors feel that the provided libraries and sup- port makes up for the monetary cost. Nonetheless, migra- tion to free MATLAB clones, such as OCTAVE , could also be considered. However, MATLAB is natively sup- ported in every version of the Windows, Linux, Unix and Figure 4. Evaluation of the vlabs from MSc students. The averages for each questions are presented on the right part of the figure. Mac platforms. On the other hand, OCTAVE is Linux oriented (selected distributions only), and uses a layer of virtualization to work on Windows platforms. Thus, adopting OCTAVE may mean less market exposure and certainly slower execution times. It is clarified that the presented software package works on any platform that is supported by MATLAB. No special hardware is required. A problem with the official MATLAB releases is the introduction of subtle changes into the programming inter- face in every new revision. While minor and generally easy to handle, these changes require continued mainte- nance of the software package. It is therefore proposed to strictly define the MATLAB revision required for operat- ing the virtual laboratory. The 2009b version was used for the complete presented package. Object oriented pro- gramming (OO) is well supported in the MATLAB envi- ronment but deteriorates performance. In fact, an original heavily OO overall design underwent a major revision to resolve performance issues. Procedural programming was adopted in most aspects, while OO was limited to cases that required interfacing, such as adding new antennas and measurement types. The use of well supported parallel programming facilities alleviated the computational load in every notable case. Freely available GPGPU packages (general purpose graphics processing unit) may also be considered for further use. Finally, the incorporation of cached data is an issue when their volume increases. Using the native .MAT for- mat worked well for files up to 10M B in size. Arrays with roughly 100, 000 entries fall to this case. Greater sizes may turn problematic and should therefore be cached in memory in advance, either full or partially. Should there be no portability concerns, a dedicated SQL database can provide progressive, timely loading of data, improving the user experience. VI. CONCLUSION A holistic virtual laboratory for wireless communica- tions and sensor networks was presented. The software package aimed at combining the critical mass of explora- tive studies performed in the field over that past years. A structured educational and technical architecture provided complete and extensible coverage of classic and modern issues in the studied field. Real world assessment in the context of a postgraduate university course demonstrated the educational benefits of the proposed approach. 20 http://www.i-jim.org PAPER A HOLISTIC VIRTUAL LABORATORY ON WIRELESS COMMUNICATIONS AND SENSOR NETWORKS REFERENCES [1] T. Wolf, “Assessing Student Learning in a Virtual Laboratory Environment,” IEEE Transactions on Education, vol. 53, no. 2, pp. 216–222, 2010. [2] M. Duarte, B. P. Butz, S. M. Miller, and A. Mahalingam, “An Intelligent Universal Virtual Laboratory (UVL),” IEEE Transac- tions on Education, vol. 51, no. 1, pp. 2–9, 2008. [3] C. Willems and C. 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Labrador, “Atarraya: a simulation tool to teach and research topology control algorithms for wireless sensor networks”, in Pro- ceedings of the Second International ICST Conference on Simula- tion Tools and Techniques. ICST, 2009. [27] Web 3D Consortium, “The Virtual Reality Modeling Language (VRML) Standard,” [Online] http://www.web3d.org/x3d/specifi cations/vrml/ISOIEC14772VRML97/, 2004. [28] J. W. Eaton et al, “GNU Octave,” [Online] http://www.gnu.org/software/octave, 2012. [29] Accelereyes, “JACKETGPU Computing with MATLAB,” [Online] http://www.accelereyes.com, 2012. [30] MathWorks Inc,“Why is saving a large matrix to a MAT file very slow in MATLAB7.7?” 2011. [Online]. Available: http://www.mathworks.com/support/solutions/en/data/1APTWLQ/ index.html?product=SL&solution=1APTWLQ AUTHORS Christos Liaskos is with the Department of Informat- ics, Aristotle University of Thessaloniki, Greece, email: cliaskos@csd.auth.gr. George Koutitas is with the School of Science and Technology, International Hellenic University, Greece, email: g.koutitas@ihu.edu.gr Ioannis Vlahavas is a professor at the Department of Informatics, Aristotle University and the Dean of School of Science and Technology, International Hellenic Uni- versity, Greece, email: vlahavas@csd.auth.gr. This research has been co-financed by the European Union (European Social Fund ESF) and Greek national funds through the Operational Program ”Education and Lifelong Learning” MIS 200056 of the National Strategic Reference Framework (NSRF). The development of the appli- cation was proposed, managed and supervised by the legal authorities of the International Hellenic University, Thessaloniki, Greece. Submitted 16 January 2013. Published re-submitted by the authors 26 June 2013. iJIM ‒ Volume 7, Issue 3, July 2013 21 iJIM – Vol. 7, No. 3, July 2013 A Holistic Virtual Laboratory on Wireless Communications and Sensor Networks