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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.

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 headsetmore »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.« less

Contribution: This article discusses the use of manufacturing simulation games to study collaborative problem-solving skills in engineering students. The simulation represents the mass production paradigm in which large quantities of identical products are produced. Empirical data is collected from the simulation to evaluate the skills engineering students used in solving the problem and their group effectiveness. Background: The use of simulation games to teach problem solving in design and manufacturing is an effective approach to convey concepts to students. Simulation games engage students in experiential and collaborative learning with fun elements. Research Questions: How does hands-on simulation engage students in collaborative problem solving? How does participation in collaborative problem solving affect group effectiveness? Methodology: This work presents a study of 37 university-level engineering students in the United States. Participants worked in groups completing the simulation game and responded to surveys on their various skills used. Findings: Participants utilized analytical, metacognitive, and thinking skills in their engagement, reported that the simulation games enhanced their understanding of manufacturing concepts and active collaboration improved problem-solving effectiveness.

The characteristics of metal and materials are very important to design any component so that it should not fail in the life of the service. The properties of the materials are also an important consideration while setting the manufacturing parameters which deforms the raw material to give the design shape without providing any defect or fracture. For centuries the commonly used method to characterize the material is the traditional uniaxial tension test. The standard has been created for this test by American Standard for Testing Materials (ASTM) – E8. This specimen is traditionally been used to test the materials and extract the properties needed for designing and manufacturing. It should be noted that the uniaxial tension test uses one axis to test the material i.e., the material is pulled in one direction to extract the properties. The data acquired from this test found enough for manufacturing operations of simple forming where one axis stretching is dominant. Recently a sudden increase in the usage of automotive vehicles results in sudden increases in fuel consumption which results in an increase in air pollution. To cope up with this challenge federal government is implying the stricter environmental regulation to decrease air pollution. Tomore »save from the environmental regulation penalty vehicle industry is researching innovation which would reduce vehicle weight and decrease fuel consumption. Thus, the innovation related to light-weighting is not only an option anymore but became a mandatory necessity to decrease fuel consumption. To achieve this target, the industry has been looking at fabricating components from high strength to ultra-high strength steels or lightweight materials. This need is driven by the requirement of 54 miles per gallon by 2025. In addition, the complexity in design increased where multiple individual parts are eliminated. This integrated complex part needs the complex manufacturing forming operation as well as the process like warm or hot forming for maximum formability. The complex forming process will induce the multi-axial stress states in the part, which is found difficult to predict using conventional tools like tension test material characterization. In many pieces of literature limiting dome height and bulge tests were suggested analyzing these multi-axial stress states. However, these tests limit the possibilities of applying multi-axial loading and resulting stress patterns due to contact surfaces. Thus, a test machine called biaxial test is devised which would provide the capability to test the specimen in multi-axial stress states with varying load. In this paper, two processes, limiting dome test and biaxial test were experimented to plot the forming limit curve. The forming limit curve serves the tool for the design of die for manufacturing operation. For experiments, the cruciform test specimens were used in both limiting dome test and biaxial test and tested at elevated temperatures. The forming limit curve from both tests was plotted and compared. In addition, the strain path, forming, and formability was investigated and the difference between the tests was provided.« less

Manufacturing makes tremendous contributions to the economy as it increases gross domestic product and exports, creates high-paying jobs, generates meaningful return on investment, and supports many other sectors. The future of manufacturing depends on preparing younger generations for innovation and skill-intensive jobs through Science, Technology, Engineering, and Math (STEM) programs. However, there is a dearth of manufacturing presence in the current curricular content as most STEM high school and community college educators do not have training in manufacturing concepts and likely have not worked in the modern manufacturing industry. An effective way of bringing manufacturing to the curriculum is to include simulation and automation hands-on experimentation. This paper presents the second year of an ongoing Research Experiences for Teachers (RET) Site in Manufacturing Simulation and Automation. The objectives of the program are to 1) improve instructors’ research and professional skills, and 2) help them translate the cutting-edge manufacturing research to their classrooms by creating and implementing new curricula. This will stimulate students’ interest in the topic and strengthen manufacturing education.

With the rise in manufacturing jobs in the United States, companies are having a difficult time filling the job openings for skilled production workers. It takes an average of two months to fill these positions. This study is designed to introduce the fundamental concepts of manufacturing and demonstrate these concepts through hands-on simulation of the different manufacturing paradigms. The paper is the result of the authors’ participation in a six-week NSF RET program at Penn State Behrend where high school and community college educators worked together to develop curriculum for high school students. Lesson plans, handouts, and required material lists were developed and tested. Surveys conducted after the simulation experiment provided improvements for the exercise. The simulations were then implemented in high school classrooms to improve the awareness of manufacturing among high school students and develop their technical and professional skills. By understanding the evolution of manufacturing and becoming aware of the need to gain advanced skills required for today, students will be encouraged to consider pursuing careers in manufacturing.

This paper discusses the implementation of Industry 4.0 in an educational setting. Simulation, virtual reality, analytics, robotics and automation, and 3D printing are integrated to develop a small-scale production line for producing and inspecting 3D printed parts. The system consists of a robot and controller, programmable logic controller, 3D printer, machine vision system, conveyor belt, 3-phase motor and motor controller, webcam, PC and monitor, Raspberry Pi computer, pneumatic system, beam sensor, simulation software, and VR equipment. The system components are connected via ethernet cables running to a basic ethernet switch. An ethernet router is also connected to the switch to resolve IP connection attempts by the connected components. A mini CNC machine is used to drill holes on small metal parts that are assembled with 3D printed parts and plastic bricks to make a car toy. A robot is pre-programmed to perform the assembly of the car toy and a Cognex® camera is used to inspect the parts. Deep learning models are used to predict the remaining useful life of the drilling bits.

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.