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1. A Virtual Learning Factory for Advanced Manufacturing

   Aqlan, Faisal ; Zhao, Richard ; Yang, Hui ; Ramakrishnan, Sreekanth ( December 2021 , Proceedings of the Winter Simulation Conference)

   null (Ed.)

   Virtual reality (VR) technology allows for the creation of fully immersive environments that enable personalized manufacturing learning. This case study discusses the development of a virtual learning factory that integrates manual and automated manufacturing processes such as welding, fastening, 3D printing, painting, and automated assembly. Two versions of the virtual factory are developed: (1) a multiplayer VR environment for the design and assembly of car toys; which allows for the collaboration of multiple users in the same VR environment, and (2) a virtual plant that utilizes heavy machinery and automated assembly lines for car manufacturing. The virtual factory also includes an intelligent avatar that can interact with the users and guide them to the different sections of the plant. The virtual factory enhances the learning of advanced manufacturing concepts by combining virtual objects with hands-on activities and providing students with an engaging learning experience. 

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2. Eye-Track Modeling of Problem-Solving in Virtual Manufacturing Environments

   Zhu, Rui ; Aqlan, Faisal ; Zhao, Richard ; Yang, Hui ( July 2021 , ASEE annual conference proceedings)

   null (Ed.)

   Problem-solving focuses on defining and analyzing problems, then finding viable solutions through an iterative process that requires brainstorming and understanding of what is known and what is unknown in the problem space. With rapid changes of economic landscape in the United States, new types of jobs emerge when new industries are created. Employers report that problem-solving is the most important skill they are looking for in job applicants. However, there are major concerns about the lack of problem-solving skills in engineering students. This lack of problem-solving skills calls for an approach to measure and enhance these skills. In this research, we propose to understand and improve problem-solving skills in engineering education by integrating eye-tracking sensing with virtual reality (VR) manufacturing. First, we simulate a manufacturing system in a VR game environment that we call a VR learning factory. The VR learning factory is built in the Unity game engine with the HTC Vive VR system for navigation and motion tracking. The headset is custom-fitted with Tobii eye-tracking technology, allowing the system to identify the coordinates and objects that a user is looking at, at any given time during the simulation. In the environment, engineering students can see through the headset a virtual manufacturing environment composed of a series of workstations and are able to interact with workpieces in the virtual environment. For example, a student can pick up virtual plastic bricks and assemble them together using the wireless controller in hand. Second, engineering students are asked to design and assemble car toys that satisfy predefined customer requirements while minimizing the total cost of production. Third, data-driven models are developed to analyze eye-movement patterns of engineering students. For instance, problem-solving skills are measured by the extent to which the eye-movement patterns of engineering students are similar to the pattern of a subject matter expert (SME), an ideal person who sets the expert criterion for the car toy assembly process. Benchmark experiments are conducted with a comprehensive measure of performance metrics such as cycle time, the number of station switches, weight, price, and quality of car toys. Experimental results show that eye-tracking modeling is efficient and effective to measure problem-solving skills of engineering students. The proposed VR learning factory was integrated into undergraduate manufacturing courses to enhance student learning and problem-solving skills. 

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3. Multiplayer Physical and Virtual Reality Games for Team-based Manufacturing Simulation

   https://doi.org/10.18260/1-2--34989  

   Zhao, R. ; Aqlan, F. ; Elliott, L. ; Baxter, E. ( June 2020 , ASEE Annual Conference proceedings)

   Familiarity with manufacturing environments is an essential aspect for many engineering students. However, such environments in real world often contain expensive equipment making them difficult to recreate in an educational setting. For this reason, simulated physical environments where the process is approximated using scaled-down representations are usually used in education. However, such physical simulations alone may not capture all the details of a real environment. Virtual reality (VR) technology nowadays allows for the creation of fully immersive environments, bringing simulations to the next level. Using rapidly advancing gaming technology, this research paper explores the applicability of creating multiplayer serious games for manufacturing simulation. First, we create and validate a hands-on activity that engages groups of students in the design and assembly of toy cars. Then, a corresponding multiplayer VR game is developed, which allows for the collaboration of multiple VR users in the same virtual environment. With a VR headset and proper infrastructure, a user can participate in a simulation game from any location. This paper explores whether multiplayer VR simulations could be used as an alternative to physical simulations. 

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4. Multiplayer Physical and Virtual Reality Games for Team-based Manufacturing Simulation

   Aqlan, F. ( June 2020 , ASEE Annual Conference proceedings)

   Familiarity with manufacturing environments is an essential aspect for many engineering students. However, such environments in real world often contain expensive equipment making them difficult to recreate in an educational setting. For this reason, simulated physical environments where the process is approximated using scaled-down representations are usually used in education. However, such physical simulations alone may not capture all the details of a real environment. Virtual reality (VR) technology nowadays allows for the creation of fully immersive environments, bringing simulations to the next level. Using rapidly advancing gaming technology, this research paper explores the applicability of creating multiplayer serious games for manufacturing simulation. First, we create and validate a hands-on activity that engages groups of students in the design and assembly of toy cars. Then, a corresponding multiplayer VR game is developed, which allows for the collaboration of multiple VR users in the same virtual environment. With a VR headset and proper infrastructure, a user can participate in a simulation game from any location. This paper explores whether multiplayer VR simulations could be used as an alternative to physical simulations. 

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5. Augmented Reality Computer-aided Design Education (ARCADE) Tool to Improve Student Motivation, Engagement, and Spatial Cognition

   Dakeev, U. ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference)

   null (Ed.)

   Immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) have become the worldwide huge technological innovations impacting human life significantly. While the VR is an enclosed environment separated completely from the real world, AR allows users to merge the digital and physical worlds and enable the interaction between them. The wide usage of AR has led researchers to investigate its potential capability in several areas including STEM-related fields. Previous research shows that AR assisted courses tend to enhance students’ learning, spatial cognition, increase the students’ motivation and engagement in the learning process. In this study, the researchers have developed an AR application to assist students with spatial cognition and remote course engagement independently. The ARCADE tool enables students to not only visualize the isometric product from its orthogonal views, but it also provides short tutorial clips on how a specific feature was developed and what tools were used. The students can perform basic modifications on the 3D part in the ARCADE such as section views, details views, scale, rotate and explode the assembly views. Although this project is a work in progress, the preliminary pretest and posttest results show there is a significant improvement in students’ spatial cognition when the proposed tool is used to assist the course. 

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