# Safety and Security Considerations for Online Laboratory Management Systems
## 3 Literature Review  
### Remote Laboratories  
The development of laboratory stations controlled remotely began in the 1990s when [PERSON] et al. (2012) presented an innovative solution for laboratory equipment shared through online platforms to improve hands-on learning in education. In 1996, the University of Oregon introduced the \"Second Best to Being There\" (SBBT) approach. The principal objective was to extend the accessibility of existing equipment to a larger number of students accessing the physical laboratory through the Internet, using User Datagram Protocol/Internet Protocol (UDP/IP) for communication. The primary focus of its application was on teaching control systems. The experience achieved was found to be very similar to the experience using the real equipment. Numerous distance-learning scenarios included virtual classrooms, establishing a feeling of actual presence or telepresence. The SBBT approach replicates the local laboratory environment for students participating remotely. A successful distance-learning application is built on three essential components: active engagement in learning, data collection capabilities, and adherence to safety guidelines ([PERSON] et al., 2013). It marked the first time undergraduate students could fully engage with a virtual laboratory setup ([PERSON] et al., 2013). After that, several proposals for remote laboratories emerged, incorporating advanced techniques such as virtual reality (VR), digital twins, and robotics. Additionally, the scope of virtual laboratories expanded to new fields like chemistry, physics, cybersecurity, and engineering, among others ([PERSON] et al., 2013).  
Based on the technology applied to design the laboratory experiment, remote laboratories can be classified into physical, online, and hybrid laboratories. Physical labs include on-site and mobile setups, while online labs consist of remote and virtual configurations. A hybrid laboratory may combine physical labs (such as on-site and mobile variants) or online labs (such as remote and virtual options) or even integrate elements from both physical and online labs ([PERSON] et al., 2013). Online laboratories can be further categorized as follows:  
* Remote laboratories based on client-server applications: Users access the laboratory remotely by identifying themselves, allowing them to participate in experiments and record their activities. A common disadvantage is installing specific software on client devices, which some educational institutions may restrict to prevent potential virus infections or security vulnerabilities.  
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Query** & **Total Number** & **Related** & **Possible Related** & **Not Related** \\ \hline Q1 & 381 & 32 & 93 & 256 \\ Q2 & 215 & 5 & 25 & 185 \\ Q3 & 148 & 0 & 3 & 145 \\ Q4 & 223 & 1 & 28 & 194 \\ Q5 & 233 & 31 & 8 & 184 \\ Research Rabbit & 58 & 10 & 7 & 41 \\ \hline \hline \end{tabular}
\end{table}
Table 1: Number of papers in each query.  
* Remote laboratories based on Internet technologies: This category includes remote labs that only require a web browser on the client side, with a web server on the server side to facilitate communication with the laboratory hardware [17].