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HOME I/O: a virtual house for control and STEM education from middle
schools to Universities

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Preprints of the 11th IFAC Symposium on Advances in ThParallel C2.2
Control Education, Bratislava, Slovakia, June 1-3, 2016

HOME I/O: a virtual house for control and STEM education

from middle schools to Universities
B. RIERA*, F. EMPRIN**, D. ANNEBICQUE***, M. COLAS* and B. VIGÁRIO****

* CReSTIC, UFR Sciences Exactes et Naturelles, University of Reims Champagne Ardenne,

Moulin de la Housse, BP 1039, 51687 Reims - France (bernard.riera@univ-reims.fr).
** CEREP, ESPE (postgraduate school of professorship and education),
University of Reims Champagne Ardenne, 23 rue Clément Ader -51100 Reims - France.
*** CReSTIC, IUT de Troyes, University of Reims Champagne Ardenne,
9 rue de Québec, BP 396, 10026 TROYES, Cedex, France
**** REAL GAMES LDA, Rua Elísio de Melo nº 39, Piso 34000-196 Porto – Portugal

Abstract: This paper deals with the result of a R&D project called “DOMUS” partially founded by the
French Ministry of National Education in order to design a virtual house adapted to control and STEM
(Science, Technology, Engineering and Mathematics) education, and usable from middle schools to
Universities. The result is software called HOME I/O. It is much more a serious game than a simulation
tool which has been designed and developed in order to be adapted to the Y generation. This 3-year R&D
project (2011-2014) is a fruitful collaboration between CReSTIC lab from the University of Reims
Champagne-Ardenne and Real Games, a Portuguese company. The main idea has been to bring a virtual
house into the class room, adapted to learners and teachers and suitable for control and STEM
interdisciplinary education. With this innovative pedagogical tool, the possibilities of pedagogical
scenarios in control and STEM education depend only on teachers’ imagination. In this paper, the main
ideas which are involved the design of HOME I/O are presented as well as the main features of the
software. An experimental stage with 50 teachers from middle and high schools has shown that this kind of
tool changes the way to teach and requires new training for teachers.
Keywords: control education, STEM, serious games, Human-Machine Systems.

account the environment. The possibilities of pedagogical

1. INTRODUCTION
With rapid technological change in industry around the
world, it is likely that specific skills demanded in the future
will differ from those required in the past. STEM (Science,
Technology, Engineering and Mathematics) education aims
at teaching Science as a practice in an interdisciplinary way.
Control is a field that really spans STEM education. It is why
Education, at all levels, is an interesting field for Human
Machine System research and applications (Riera, 2009,
Riera and Vigario, 2013) (Marangé, 2008). In this paper, we
present an innovative pedagogical tool and pedagogic
principles that involved its design. The idea has been to
create a virtual house called HOME I/O. This software is
much more a serious game than a simulation. It is the result
of a 3-year R&D project “DOMUS” (2011-2014) partially
founded by the French Ministry of National Education,
between CReSTIC lab from the University of Reims
Champagne-Ardenne and Real Games, a Portuguese
company. The idea has been to bring a virtual house into the
class room, usable from middle schools to universities,
adapted to learners (Y generation) and teachers and suitable
for control and STEM education. HOME I/O has been
designed by applying a systemic approach of education. For
that, HOME I/O enables to study the house from different
points of view (automation, energy efficiency, smart home
…), as a whole or as a set of subsystems, but taking into
scenarios (i.e. situations, questions, problems) offered by
HOME I/O depend only on teachers’ imagination.
The first part of the paper deals with STEM and control
education. It is shown the analogies between control and
STEM education and the importance of a systemic approach
in both cases. The second part of the paper deals with HOME
I/O and its main features. This part also presents the
evaluation stage of HOME I/O with 50 teachers. This study
has shown that a tool like HOME I/O modifies teachers’
work and requires new training for them.
HOME I/O seems to be a very innovative pedagogical tool
and it was awarded with the prize “Le Coup de Coeur” in the
6th Edition of “TROPHÉES DES TECHNOLOGIES
ÉDUCATIVES 2014” at EDUCATEC-EDUCATICE in
Paris.
2. STEM AND CONTROL EDUCATION
STEM is a curriculum based on the idea of educating
students in four specific disciplines — science, technology,
engineering and mathematics — in an interdisciplinary and
applied approach that is coupled with hands-on, problem-
based learning. The literature is intensive about STEM
education (Bicer et al., 2015) (Gonzalez and Kuenzi, 2012)
(Corlu et al., 2014). Rather than teaching the four disciplines
as separate and discrete subjects, STEM integrates them into
a cohesive learning paradigm based on real-world

Copyright © 2016 IFAC 168

applications. The term is typically used when addressing
education policy and curriculum choices in schools to
improve competitiveness in science and technology
development. All young people should be prepared to think
deeply and to think well so that they have the chance to
become the innovators, educators, researchers, and leaders
who can solve the most pressing challenges facing the world,
both today and tomorrow. It is necessary to focus on these
areas together not only because the skills and knowledge in
each discipline are essential for student success, but also
because these fields are deeply intertwined in the real world
and in how students learn most effectively. STEM education
can begin while students are very young, from elementary
school to high schools.
Control engineering courses as all technical courses in the
broad sense require the transfer of knowing and know-how to
learners. Usually, courses are divided into theoretical courses,
exercises, and practices. Control engineering training requires
an interdisciplinary and applied approach that is coupled with
hands-on, problem-based learning, similar to the STEM
approach. In addition, as STEM education, control education
requires the use of systems coming from the today life.
STEM and control education requires the use of systems
having similar requirements:
- The technical system has to be adapted to the teacher’s
objectives which are linked to the learner’s level and to the
curriculum.
- To keep a global perception of the technical system and its
environment. This point aims at always considering the
system having to be studied as a whole with its environment.
- To allow making errors in order to learn from errors (Boy,
1996).
One can notice that some points are contradictory. For
instance, real equipment seems interesting but requires proper
integration in training applications. That also can require
considerable room and regular maintenance, which has
important costs and requires qualified people; last but not
least, most applications of interest tend to be risky for the
inexperienced students who are trying to making them work.
Software simulation can help a lot in this subject. In fact,
computer based simulation can be a risk free, affordable and
easy to replicate training platform. In the specific case of
industrial control and automation education and training,
software simulations recreating industrial plants can replace
physical target systems (Callaghan et al., 2009). This
“synthetic” approach makes possible to get an inexpensive
training environment that does not present any risk of injury
to man or damage to machines. Whilst synthetic (or virtual)
training scenarios are not new – for instance flight simulators
are being used for decades in professional training
(Menendez and Bernard., 2001) – modern technology, most
derived from computer games, is making them very realistic,
low cost and increasingly easy to use and integrate with
external devices. Moreover, computer games are also
enabling the creation of “synthetic” or “simulated”
environments from where scientific research, education and
training, career development and life-long learning are
possible and effective. Thus, computer games technology is
getting an increasing importance in the development of
valuable professional tools for scientists, engineers and
Copyright © 2016 IFAC
educators. Video games can be a great tool, really adapted to
control and STEM education (Mayo, 2009) (Arango et al.,
2008) (Riera et al., 2009). It is with this objective that
CReSTIC lab from the University of Reims Champagne-
Ardenne and Real Games, a Portuguese company, performed
in a 3-year R&D project (2011-2014) bringing a complete
“virtual” house, called HOME I/O, into the classroom for
control and STEM education. The idea was to design an
innovative pedagogical tool. HOME I/O can be freely
downloaded at www.realgames.pt.
3. HOME I/O: A VIRTUAL HOUSE FOR CONTROL AND
STEM EDUCATION
HOME I/O is real time simulation software (Fig. 1) of a
smart house and its surrounding environment, designed to
cover a wide range of curriculum targets within Control,
Science, Technology, Engineering and Math, from middle
schools to universities. This project was supported, in testing
and evaluation phases, by CEREP lab, the National Resource
Network (RNR) in Technology and Academic Delegation to
digital (DAN) of the rectorship of Reims.
3.1 Why a virtual house?
Home automation is a growing trend that is becoming more
and more popular and affordable every day. Today this term
is rather replaced by smart house. It is used in electronics
technology, automation, IT and telecommunications to ensure
safety functions (alarms, cameras and remote monitoring),
living comfort (automation and job scheduling daily, remote
control, home care ...) and energy management (optimization
of heating, lighting ...). The operating principle of a home
automation system is to centralize the control and monitoring.
Unlike previous wired solutions often very expensive, home
automation box uses the power of Internet and wireless. With
or without subscription, they allow open use and can be
controlled from a computer, a smartphone or a touch pad.
Installation is very simple, and takes just a few minutes by a
non-expert user. Home automation is currently booming with
this democratization. The applications are numerous, and this
new market, which has many links with that of connected
objects, interest a lot ISPs, game console manufacturers or
chains of consumer stores.
The idea to simulate a house was to offer to kids, students
and learners a system from the today life that they can use to
raise awareness about energy efficiency, change behaviors
and learn about new technologies. By giving the possibility to
modify the environment and the level of automation, it
becomes possible to have one numeric tool usable from
middle schools to universities.
3.2 Why a serious game and not only a simulation tool?
Young people have changed. Y generation spends more time
in front of a console or a computer screen than watching
television. Video games are fascinating and probably
inescapable, attracting kids to consoles as bees to honey. In
one way or another, video games have impacted many kids’
lives during the last decades, and presently, playing computer
games is a favorite leisure activity for most young (and not so
young) people (Magalhães et al., 2011). Whilst recreation
169
activities, extremely immersive and addictive are a natural
and understandable worry for parents and educators,
computer games can teach young children to read and count,
as well as help middle school students to learn about science
and technology. It is why serious games are now considered
as a possible educational modality. The vocation of a serious
game is to make learning attractive using the techniques of
the game (interactivity, challenge ...). The rise of serious
games is the consequence of the development of the video
game industry, whose sales worldwide now exceeds film and
music industry.
Fig. 1. HOME I/O head-up display
From the beginning of the project, the idea was to design a
serious game where teachers and learners can play a role.
Serious games for schools ask the essential questions of the
role assigned to the teacher and how to effectively integrate
them into an educational classroom sequence. That is why the
real issue is not the serious game and its definition but the
development of digital tools for students, effective in terms of
learning, and integrating into innovative teaching practices
where teacher has its place. Design a digital tool promoting
investigative approach and allowing the teacher to imagine
and implement multiple problem situations is the vision that
led to the development of the software HOME I/O. The use
of technology and video games technologies (rendered
graphics and sound, interactivity, attractiveness) is seen as a
way to promote "situation awareness," student motivation
and thus foster their learning. In our case, serious games are
considered primarily as a digital tool that the teacher will be
able to use as part of his/her own teaching scenarios, thus
promoting multiple uses. However, the gameplay must
approach the standards of video games. This approach of
serious game is quite original because it does not withdraw
the teacher from the education loop. He or she is the game
master.
In this project, the basic idea has been to get a house in the
classroom and to provide it to learners. This virtual house,
like a video game in first person (FPS, first person shooter),
thus becomes a place of discovery and experimentation for
STEM fields, that it is not possible for obvious reasons of
cost, space and feasibility of owning in schools. HOME I/O
is a realistic modern virtual house (Fig. 2).
Hence, virtual does not just replace, but rather complements
the real. Although HOME I/O is primarily a simulation of the
dynamic behavior of a house, the use of video games
technologies can transform the simulation into an immersive
Copyright © 2016 IFAC
and entertaining experience where the teacher remains in
control of the lesson plan (i.e. the game design).
Fig. 2. HOME I/O kid room
3.3 The design stage
The design of HOME I/O was performed by placing teacher
and student in the heart of the approach. The initial
specifications stated that the software should be developed to
be used in France as part of the middle school technology
curriculum, especially around the scope "comfort and home
automation" and be complementary to Web resources and
material available today. The virtual house should also be
adapted to high school and universities. In middle school, it is
important for the software to be autonomous and does not
have to require other applications to be used. However, for
high schools (but also higher education), the house could
rather be seen as a source of data that can interface with third
party devices and software (LabView, Matlab ...) or hardware
(microcontrollers, programmable logic controllers, Arduino,
Raspberry Pi ...). The idea was therefore to provide an
educational tool contributing to the continuity of STEM
education, from middle schools to universities.
We applied a systemic approach (Riera and Debernard, 2003)
of control and STEM education, it is to say: concentrate on
interactions between elements, consider the effects of
interactions, consider the global perception, deal to a
multidisciplinary education, deal to an action by objectives,
and knowledge of goals. For that, HOME I/O has been
designed in order to be able to study the house from different
points of view (automation, energy efficiency, smart home),
as a whole or as a set of subsystems. Complexity can thus be
adapted to the different levels and learning objectives.
The design approach was also based on a thorough study of
the expression of needs. For this, the teaching of middle and
high school curriculum in STEM has been studied, and
experts (inspectors, teachers) were interviewed. In parallel, a
technical study on the world of home automation and smart
home has been conducted. The main conclusion is that a
house cannot be seen and studied independently of its
external environment. Indeed, home automation scenarios
necessarily take into account geographical and weather
elements. This vision also enables multiphysics technology to
link automatic control with other scientific disciplines
(mathematics, physical sciences, life sciences …) even if it
poses difficult problem modeling not presented in this paper
(heat transfer, sun position, lighting ...), especially when one
wants a real-time simulation. It is why HOME I/O allows you
to place the house anywhere on the earth (Fig.3), and the
sun's position (and thus the lighting) will be realistic in
accordance with the date, time and location.
170

Fig. 3. Earth map
Similarly, it is possible to change the weather conditions
(wind speed and direction, cloud cover, humidity and
minimum and maximum temperatures for one day).
Environmental parameters play on the temperature and
brightness inside the house (Fig. 4).
A simplified model has been created for real-time simulation
of heat transfer. This model includes radiation phenomena,
convection and conduction, and takes into account the
physical properties of building materials (no modifiable). The
exchanges between air masses of different temperatures are
also simulated. The model is influenced by the disturbances
created by the opening of doors and windows. The
temperature of the outside air acts on the temperature of the
house (heat transfer and airflow). The wind facilitates the
transfer of heat between the house and the outside air. The
walls of the house located upwind are more reactive to heat
transfer with the outside air. Cloud cover decreases the
effects of radiation from the sun and sky. Finally, the
moisture changes the dew point, which acts on how the
outside air affects the temperature of the house. The goal set
with HOME I/O is educational. This means that the house is
a "black box", a data source and a place for experiments.
Dynamic models in HOME I/O are purely descriptive.
In a house, the physical phenomena have very different
dynamics. For example, a garage door or a roller blind can be
closed in seconds. However, to achieve the steady state
temperature in a room can take several hours. It is therefore
essential to be able to speed up the time, which allows
HOME I/O. Four simulation speeds are possible; the fastest
simulates a 24 hour period in just 17 seconds (Fig. 5).
Fig. 4. Environmental parameters
Fig. 5. Time slider
It was also necessary to make choices in equipment of the
house and the possibilities of automation. It is possible to
control lighting, rollers, electric heating, an alarm system for
intrusion safety and home safety (fire). Altogether HOME
I/O offers 174 interactive objects (lights, switches, inverters,
roller blinds, gate, garage door, sirens, motion detectors,
Copyright © 2016 IFAC
lighting, fire detectors, door opening sensor, remote control,
radiators , thermostats) that can be used to automate the home
or as a source of logical or numerical data (Fig. 6). For
example, it is possible to know and monitor power
consumption.
Fig. 6. Interactive objects in HOME I/O
To be adapted to Y generation, interaction of the user and the
virtual world obeys the uses of FPS games, and thus
guarantees a rapid appropriation of this digital tool by
students. Moving into the house is done using either the
keyboard or mouse, or a joystick. HOME I/O is also
compatible with the Oculus Rift virtual reality helmet.
The functional realism is just as important as graphics
rendering. We therefore based on current automation tools to
avoid creating false problems. HOME I/O has been designed
to highlight the evolution of home automation. Software
solutions adopted by the home automation box manufacturers
have therefore been studied from a functional point of view
to propose features close to reality. With HOME I/O, the
student is able to ensure both roles: home automation system
designer and user. All controllable objects can be used in
three modes: wired, console or external.
In wired mode, the house is not automated. This is a
conventional electrical installation where all devices are
wired.
Fig. 7. Wired, console and external modes
In the console mode (Fig. 8), the controllable objects are
programmable through home automation box software by
defining scenarios (lighting, motor, heating, intrusion
security and domestic security). This mode is particularly
interesting in middle school because the functional aspect of
smart home can be easily explained and understood by kids,
without going into too technical considerations.
In the external mode, inputs and outputs of each object can be
used with CONNECT I/O or third party technologies
(software and hardware). CONNECT I/O is a soft PLC
(programmable logic controllers) that is installed with HOME
I/O. CONNECT I/O interfaces, using plugins, to any type of
software (Modbus TCP server, OPC server ...) or hardware
(Arduino, DAQ, Picaxe ...).
171

Fig. 8. HOME I/O console
The main function blocks of IEC 61131-3 standard for
programming PLC - logical and arithmetic operators,
counters, timers, front, comparators ... - are present, and
CONNECT I/O also allows the connection between different
technologies, both software and material. Programming is
done by dragged and dropped and interconnecting the
different objects (Fig. 9).
Fig. 9. CONNECT I/O: soft PLC for HOME I/O
This opens the field of applications of HOME I/O. This
makes it possible (and easy) for instance to control HOME
I/O from a smartphone (using a Modbus TCP server) or to
control a room temperature with LabView or MATLAB.
Hence, it becomes easy for instance for the students to
understand how a PID controller works.
For instance at Reims Champagne-Ardenne University,
HOME I/O is used to start automatic control courses through
the control of the brightness of a room. Students start by
looking for actuator (light) and sensor (brightness sensor).
Using CONNECT I/O, it is possible to observe the influences
of external parameters like date, night and day cycle, weather
conditions (clouds) and the roller blind position (open or
close) on the brightness measure inside the room. Hence, it
becomes simple to understand what a disturbance is by acting
on real time on the system. It also becomes easy to explain
the concepts of open loop and closed loop. Considering the
actuator as a simple proportional model, the fact to add an
integrator with a gain Ki and to close the loop enables to get a
first order model. At least, students can calculate Ki and to
test their first controller with LabView (Fig. 10).
Fig. 10. Brightness control room J using LabView and
HOME I/O
The external mode is particularly suited to high school and
higher education. These 3 modes enable to modify the level
Copyright © 2016 IFAC
of automation and offer a wide range of applications adapted
to middle school, high school and university.
4. EVALUATION STAGE OF HOME I/O
It is essential to perform an evaluation stage when an
innovative pedagogical tool is proposed. Indeed, it seems
very important to us to have HOME I/O tested by teachers
and students in order to assess the educational potential. This
experiment was conducted in close collaboration with the
Academy of Reims and a laboratory in education science
research at the University of Reims Champagne-Ardenne
(CEREP). In 2013, fifty teachers from middle and high
schools participated in this phase of testing and evaluation.
The campaign was carried out in four sequential steps:
a) HOME I/O discovery, a beta version, with all the
drawbacks that this represents (bugs, no user manual,
difficulty of installation ...), was provided to testers teachers;
b) teacher assessment;
c) proposal of educational scenarios by teachers;
d) tests with students.
The complete methodology and all the results of this
experimental study can be found in (Emprin and Riera,
2014). Contrary to what we can see in other professional
training where serious games and simulators are used, HOME
I/O and the proposed approach is seen as innovative even for
pioneers teachers. The teacher is central in the teaching
learning process. It therefore seems important to offer
training to help teachers to become aware of the fact that they
seek to be repositories of knowledge and to transmit it more
or less directly. However, we could validate the concept of
HOME I/O with the three modes: wired, console and external
for middle school, high school and universities. Feedback
from teachers have also led to modify and add features to the
software, such as energy consumption (in kilowatt hours or
cost), management of alarms in external mode system,
improvement of the console mode, a management
permissions to control the students’ actions ... The
ergonomics and human-machine interaction have also been
improved. For example it is possible to view its position on
the mini-map and directly move from one room to another. In
fact, it has been necessary to adapt the software more to
teachers than to students. Indeed, all tests with students
showed that they appropriated the software very quickly, and
that the motivation was present. Finally HOME I/O and
CONNECT I/O were used at all levels: middle school, high
school and university, thus validating the idea of a common
digital educational resource. This experiment also highlighted
the need to share educational resources around HOME I/O
and CONNECT I/O. A French website has been created
(www.teachathomeio.com). Teachers can find teaching
sequences, testimonials, tutorials and resources using HOME
I/O and CONNECT I/O for control and STEM education.
They are classified by levels: middle school, high school and
higher education. The aim in the future is to enrich the
website and create a community around the use of HOME
I/O. In addition, this experiment also proved that there is a
gap between our multimedia society and the today educative
modalities. On November 2014, the French Ministry of
Education recognized the educational interest of HOME I/O,
following a decision by the multimedia committee (Fig. 11).
172
In addition, HOME I/O was awarded with the prize “Le Coup
de Coeur”, for the High Education category, in the 6th Edition
of “TROPHÉES DES TECHNOLOGIES ÉDUCATIVES
2014” at EDUCATEC-EDUCATICE in Paris (Fig. 11). In
December 2015, HOME I/O is used by around 300 schools
(middle, high and Universities) in France.
Fig. 11. Quality label “Reconnu d’Intérêt Pédagogique” for
HOME I/O and award
5. CONCLUSION
It is possible to show several analogies between the evolution
of “training” and the level of automation (Bainbridge, 1983).
With the technologies, the tendency today is partially to
withdraw the teacher from the “training” loop. Blended
learning, flipped classrooms, MOOCs (Massive Open Online
Courses) … are experienced all over the world. Our approach
to control and STEM education has involved a different way
to see serious games without withdrawing the teacher from
the loop. The result is software called HOME I/O. It allows
users to control 174 interactive devices (light, switch, heater,
shutters, gate, garage door, alarm) typically found in a real
house, through a built-in Home Automation Console. HOME
I/O can also be connected and controlled by external
technologies, both hardware (PLC, micro controller…) and
software (soft PLC, MATLAB, LabView ). With state of the
art in 3D graphics and FPS video game approach (first-person
shooter), HOME I/O offers a unique learning experience with
immersive and motivating hands-on activities for several
educational areas. HOME I/O is a great tool for teachers to
explore and develop engaging activities in a project-based
learning methodology like STEM, where students analyze
situations, search for answers and provide solutions. For
instance, these kinds of questions can be studied with HOME
I/O. How do the weather conditions such as exterior
temperature, humidity, cloudiness and sun exposure affects
the house room temperature? How long does it take to heat
the house and how much does it cost? How can a
programmable thermostat improve comfort and save energy?
How can I program the alarm to prevent any intrusion? How
can I make it look like someone’s at home when they’re not?
How to open and close the garage door automatically? How
can the elderly and people with disabilities benefit from
motion detectors? One can see that automatic is a field that
can be central to STEM education. With HOME I/O, control
and STEM education becomes a game where the teacher is
the game master.
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