Virtual labs in mechanical engineering education: A case study of vibration and dynamics experiments from Indian Virtual Labs

Virtual laboratories can broaden access to experimental learning in mechanical engineering, but their educational value depends on how closely they connect theoretical models with realistic laboratory procedures. This single-platform case study qualitatively evaluates eight vibration and machine-dynamics experiments in the Indian Virtual Labs Vibration and Acoustics Laboratory. The exercises were compared using four criteria: clarity of the physical model, scope for parameter variation, usefulness of outputs, and similarity to a physical laboratory procedure; limitations in developing practical engineering competence were recorded descriptively. The cantilever impact-test and sine-sweep exercises most closely resembled the procedure of instrumented vibration testing, whereas the connecting-rod and trifilar-suspension exercises followed conventional inertia-measurement procedures. The single-degree-of-freedom (SDOF) exercises linked mass, stiffness and damping to transient and frequency responses, and the tuned absorber introduced a direct design task. Across all exercises, sensor mounting, calibration, alignment, manual timing, measurement noise and uncertainty assessment were largely absent. The results suggest potential uses of these simulations within blended laboratory sequences, rather than as replacements for hands-on laboratory work. No students or corresponding physical experiments were included; learning gains, transfer to practical work and physical fidelity were not measured.