# Integrating Digital Twins of Engineering Labs into Multi-User Virtual Reality Environments
## 5 Discussion  
While virtual labs offer accessibility and cost-effectiveness, they can lack essential tactile experiences. On the other hand, remote labs allow interaction with real equipment, although they present challenges in cost and accessibility [12]. In this sense, this work contributes to this discussion by representing a motor in a virtual environment with real-time sensing, which allows users to visualize and analyze its dynamic behavior without the need for direct physical access. This integration facilitates  
Figure 12: Questions and answers from both groups. \begin{table}
\begin{tabular}{c c c} \hline \hline  & **With VR (Minutes)** & **Without VR (Minutes)** \\ \hline Group 1 & 48:44 & 35:30 \\ Group 2 & 53:37 & 37:26 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Timetable. the understanding of mechanical and control phenomena, while offering an accessible alternative for engineering education and experimentation. The future of engineering education lies in exploring these hybrid combinations, ensuring that students not only understand theoretical concepts, but also develop practical skills in accessible, dynamic environments. Continuous evaluation of these approaches will optimize their impact and sustainability in engineering education. This approach contributes significantly to the educational application of digital twins, aligning with previous work that highlights their ability to replicate real operating conditions in virtual environments [5; 6; 7]. In addition, the possibility of multi-user collaboration in the developed virtual environment strengthens interactive learning, allowing students to work in teams, share observations, and make data-driven decisions in real time [14; 15; 16; 17]. The implementation of 4.0 technologies in engineering education has proven to be a transformative process that goes beyond the simple adoption of new tools, requiring effective pedagogical integration. Previous experience with these technologies plays a key role in their adoption, as does the creation of inclusive environments adapted to different needs. In addition, the preference for technologies such as AI and IoT highlights the importance of leveraging these interests to enhance learning [19]. A key aspect of this proposal is also the reduction of risks associated with experimentation with physical equipment. By moving these practices to a safe virtual environment, hazards are minimized without sacrificing the quality of hands-on learning, an advantage widely recognized in studies of virtual laboratories [10; 18; 19; 20]. In addition to its pedagogical advantages, this implementation faced notable technical challenges, particularly regarding real-time data synchronization and virtual environment optimization. To accurately represent the motor's dynamic behavior, a combination of edge computing techniques and MQTT-based communication protocols was utilized to enable low-latency data transmission. Additionally, filtering and interpolation algorithms were applied to mitigate potential delays and ensure seamless system response visualization. As engineering education moves towards Industry 5.0, it will be essential to balance the use of these technologies with a human-centered approach. In this context, the experience developed allows interaction with a mechanical system in a virtual environment, visualizing its behavior in real time and providing a new form of analysis and applied learning. Furthermore, this educational platform not only fulfills a training function, but also prepares students for modern industrial environments. The combination of PLC, Node-RED, Blynk, and Unity replicates configurations used in Industry 4.0, providing key competencies that will be essential in students' future professional performance [24; 25; 26]. Immersive technology and gamification have great potential in education, improving student learning, motivation, and engagement by offering interactive experiences adapted to different learning styles [17].