Spurred by development in computer science and network technology, the use of the Internet has been expanding exponentially. It is now extensively used as a connectivity and reference tool for numerous commercial, personal, and educational purposes. In education, the Internet opens a variety of new avenues and methodologies for enhancing the experience of learning as well as expanding educational opportunities for a larger pool of students. Specifically, distance education and non-traditional classrooms have the capability to reach more students using specialized instruction and self-paced learning. In the area of distance education, many Web-based real time experimentation systems have been reported in the literature (Ando, Graziani, & Pitrone, 2003; Daponte, Grimaldi, & Marinov, 2002; Ko, Chen, Chen et al., 2000; Ko et al., 2001; Kumar, Sridharan, & Srinivasan, 2002; Yeung & Huang, 2003). These Internet-based remote laboratories allow users or students to carry out physical experimental work at their own pace anytime anywhere. They generally require very little physical space and minimal manpower to maintain, and are ideal for the sharing of expensive equipment. However, all these experimental systems can only provide 2D operation panels. Due to this limitation, the actual shapes of 3D instruments and equipment, some of which may have controls or display components on different sides, may not be possible to be reflected on the remote user’s client display window.
