Digital and virtual twins of physical systems have emerged as powerful tools for educational purposes ​[1]​, especially in engineering education ​[2], [3]​. This paper introduces a novel approach that leverages both digital and virtual twins of an industrial installation based on a 24V conveyor belt controlled by a Siemens S7-1200 PLC to enhance the learning experience in industrial automation. A virtual twin of the system was developed using Virtual Universe Pro ​[4]​, enabling students to test and refine their PLC programs in a simulated environment without the need for physical hardware. Once validated, the programs can be deployed to control the physical system through a digital twin, establishing a real-time connection between the virtual and physical worlds.

The adopted methodology included the creation of a detailed 3D model, integration with the PLC, implementation of scripts to manage movement, and sensor simulation. Additionally, a set of educational exercises was developed, enabling engineering students to program the PLC in TIA Portal and validate their programs in a safe environment before applying them to the physical system.

This dual approach offers several key advantages. Firstly, it allows for preliminary testing and debugging of PLC programs in a safe and controlled virtual environment, minimizing the risk of damage to physical equipment. Secondly, it addresses the challenge of limited access to industrial systems in educational settings, allowing students to develop and test their programs independently. Once validated, the programs can be deployed in the digital twin to control the physical system, establishing a real-time connection between the virtual and real worlds.

The implementation of this approach in the Industrial Automation course at the University of Extremadura has demonstrated promising results in terms of student engagement and knowledge acquisition. The ability to iterate and refine programs in a virtual environment, followed by real-world application through the digital twin, has fostered a deeper understanding of industrial automation concepts. Future work will focus on expanding the curriculum with additional case studies and evaluating the long-term impact of this dual approach on student learning outcomes.

References:
​​[1] J. E. C. Bachmann, I. F. Silveira, and V. F. Martins, “Digital Twins for Education: A Literature Review,” in Anais do XXXV Simpósio Brasileiro de Informática na Educação (SBIE 2024), Sociedade Brasileira de Computação - SBC, Nov. 2024, pp. 722–736. doi: 10.5753/sbie.2024.242288.
​[2] M. Khalid and S. Assistant, “Digital Twins and Engineering Education: Current Status,” International Journal of Innovations in Science & Technology, vol. 6, no. 2, pp. 459–490, 2024.
​[3] S. M. E. Sepasgozar, “Digital twin and web-based virtual gaming technologies for online education: A case of construction management and engineering,” Applied Sciences (Switzerland), vol. 10, no. 13, Jul. 2020, doi: 10.3390/app10134678.
​[4] “Virtual Universe Pro.” Accessed: Mar. 10, 2025. [Online]. Available: https://en.iraifrance.com/virtual-universe-pro-industrie

Keywords: Digital Twin, Virtual Twin, Simulation, Virtual Universe Pro, Automation.