## 4 Results and Discussion
### Satisfaction Survey
In general, the students and professors consider that the remote lab is a positive innovation (Table 7, Q4; AVG_Students = 4.40; AVG_Professors = 4.53). Regarding the performance of the experiment (Table 8, Q5, Q6, Q7, and Q8), students have a better assessment (Q5; AVG_Students = 4.37) than professors (Q5; AVG_Professors = 4.14). \begin{table}
\begin{tabular}{c c c c c c} \hline \hline  & \multicolumn{3}{c}{**Students**} & \multicolumn{3}{c}{**Professors**} \\ \cline{2-6}  & **AVG** & **SD** & **AVG** & **SD** \\ \hline
**Q0** & Being able to access other remote labs from other universities is useful & 4.80 & 0.79 & 4.82 & 0.81 \\
**Q1** & The use of remote laboratories helps & 4.25 & 0.64 & 4.29 & 0.73 \\
**Q2** & the importance of the use of renewable energies & 3.88 & 0.58 & 4.01 & 0.66 \\
**Q3** & The use of remote laboratories is safer than the use of physical laboratories & 3.92 & 0.62 & 3.74 & 0.54 \\
**Q4** & The overall assessment of the remote lab & 4.40 & 0.58 & 4.53 & 0.72 \\  & is positive & & & & \\ \hline \hline \end{tabular} AVG: Average. SD: Standard deviation.  
\end{table} 
Table 7: Usefulness of remote laboratories according to the students and professors. \begin{table}
\begin{tabular}{c c c c c} \hline \hline  & \multicolumn{3}{c}{**Students**} & \multicolumn{3}{c}{**Professors**} \\ \cline{2-5}  & **AVG** & **SD** & **AVG** & **SD** \\ \hline
**Q5** & The remote laboratory allows the activity & & & & \\
**Q5** & to be carried out in the same way as the physical laboratory & 4.37 & 0.49 & 4.14 & 0.55 \\
**Q6** & The activity can be carried out without supervision & 4.29 & 0.60 & 4.02 & 0.62 \\
**Q7** & Time flexibility helps to carry out the activity & 4.75 & 0.54 & 4.73 & 0.50 \\
**Q8** & The user manual provided in the LMS & 3.81 & 0.80 & 4.26 & 0.78 \\
**Q9** & Using the booking system is easy & 4.11 & 0.69 & 4.79 & 0.77 \\
**Q10** & Access to the remote lab via the LMS & 4.29 & 0.72 & 4.54 & 0.73 \\
**Q11** & The user interface is easy and intuitive & 4.23 & 0.57 & 4.62 & 0.62 \\  & The integration of the video camera in the & & & & \\
**Q12** & remote laboratory helps to understand the activity & 3.77 & 0.51 & 4.80 & 0.74 \\ \hline \hline \end{tabular} AVG: Average. SD: Standard deviation.  
\end{table} 
Table 8: Usability perceived by students and professors. In addition, students believe that the activity can be performed without the supervision of a professor (Q6; AVG_Students = 4.29), while professors believe that there should be a supervisor (Q6; AVG_Professors = 4.02). In this sense, a great advantage of the remote laboratories over face-to-face laboratories is shown: the control by software substitutes the permanent teacher supervision that in face-to-face practice would be required to guarantee the correct use of lab devices. On the other hand, students (Q7; AVG_Students = 4.75) and professors (Q7; AVG_Professors = 4.73) consider the flexibility of time available to take the tests to be a great advantage. While professors believe that the teaching material helps to learn the activity (Q8; AVG_Professors = 4.26), students were not in agreement with respect to the suitability of instructions to perform the lab work (Q8; AVG_Students = 3.81; SD = 0.80). Professors rate the \"booking system tool\" (Q9; AVG_Professors = 4.79), the access to the LMS (Q10; AVG_Professors = 4.54), and the user interface (Q11; AVG_Professors = 4.62) very positively, saying that it is easy to use and intuitive. Most innovative for teachers is the implementation of a video camera that transmits the remote practice in real time (Q12; AVG_Professors = 4.80). These same aspects were evaluated by students, who say that the \"booking system tool\" of the remote laboratory is easy to use (Q9; AVG_Students = 4.11), as well as remote access through the LMS (Q10; AVG_Students = 4.29). Students consider the user interface to be intuitive (Q11; AVG_Students = 4.23), although they do not perceive any real advantages of using the camera (Q12; AVG_Students = 3.77).