PowerPoint Presentation
Pedagogical Aspects of Virtual Reality Implementation in
Mechanical Engineering Materials and Manufacturing Labs at Texas
A&M
Nazanin Afsar Kazerooni, Graduate Teaching Fellow, MEEN 361
Instructor of Record Rachel Rebagay, Graduate Teaching Assistant,
MEEN 361 InstructorTanil Ozkan, Instructional Assistant Prof. and
Coordinator for MEEN 361Arun Srinivasa, Associate Department Head
of Mechanical Engineering
TWTC, 13th Annual -2017
The Age of 3D Printers1970s: Prof. Herb Voelckers tools allowed
designs to go from screen to sheen with CNC tools via subtractive
prototyping [1]1987: Carl Deckard devised SLS (selective laser
sintering) to build models by additive processing [1]
2009: MakerBot released the first commercially available 3D
printer (FDM) [2]3rd Industrial Revolution
2
Motivation for Implementation of 3D Printing and VR/AR
ApplicationsSTEM jobs will grow faster than other jobs over the
next decade and will pay higher wages overall for qualified
employees [3]One of the most significant aspects of 3D printing for
education is that it enables more authentic exploration of objects
that may not be readily available to universities. [2]35% of all
engineering jobs require 3D printing skills. [2]MEEN 361- Materials
and Manufacturing Lab
3
4How are we planning to integrate extensive engineering 3D
spatial cognition and creation skill sets to the mechanical
engineering curriculum?
MEEN 210 (Geometric Modeling for Mechanical
Design)CourseCompetence to be gained by studentsCAD, Geometry
optimization, mesh formation, surface tessalation, 3D spatial
cognition, 3D Printing MEEN 360/361 (Materials and Manufacturing in
Design)3D content creation for product development, 3D Scanning
basics, rapid prototyping, slicing and quality assuranceMEEN
401/402 (Senior Design)Implementation of all acquired 3D spatial
skill sets in various stages of senior design projects.MEEN 489/689
(Stacked undergrad/graduate level advanced visualization
courses)Specialized course on visualization and simulations
Learning Process StaircaseRetention of Learning Achievements and
Continuous Progress throughout the Engineering Career
-Mental visualization and manipulation of three dimensional
objects-Spatial relations: rotation of 2D and 3D objects, Spatial
visualization: 3D object folding and unfolding of faces-Traditional
methods include sketching, creating + reading projections-While
some students may have the innate nature to comfortably visualize
3D images, others may need several hours of practicing.
Unfortunately, as educators, we realize that students tend to lose
interest in subjects that are complex and/or require the use of
skills they feel they do not master. 4
Current Teaching MethodsTraditional (2D representations)Ball and
stick methodVMSE Callister (~2008, first interactive learning
modules)Provides an effective learning environment* surpassing
conventional methods, improving understanding in the
following:Nanoscale atomic arrangements and interactionsNanoscale
fracture mechanics and other processes 5https://goo.gl/vuU7gp
*Studies support the efficacy of interactive learning modules
for the initial materials science concept inventory
development.
Video based lab module example:
In a small case study implemented in one of our MEEN classes,
crystal structures and other concepts are usually explained through
textbooks and videos which involve 2D representations that did not
motivate students. Students had difficulty grasping the new
concepts (depth perception).We decided to let them build physical
models of the crystal structure, similar to the one in the picture
but with wooden sticks and foam balls.This increased motivation
allowed some interaction. But, bond distance/angle measurements
proved to be difficult5
So what are we missing?Provide the sense of sightAccording to
Classen1 Sight is held to be the most important of the senses and
the sense most closely allied with reason. Traditional
methodsMinimal interactionMinimal manipulation
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Hard to visualize processes and perform calculationsThe more
senses employed in the learning process; the more information
retained by students
Source: Edutainment Technologies [1]
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Assessment Results for various VR Technologies
7Alhalabi, W. S. (2016): Virtual reality systems enhance
students achievements in engineering education, Behaviour &
Information Technology. Taylor & Francis.Quiz grade (%)48
students participated4 groups4 Quizzes: MCQs, short answers,
mathematics skill and data interpretation questions.Average
scores:HMD: 93.5%CCS*: 86%HMD-ST: 77%No VR: < 70%
* Only 3 DOF
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MEEN 3D Printing StudioUndergrad focused and staffed by
studentsCan 3D print objects for class projects or personal use200g
allotment of materialPLA and ABS8
3D Printing Design ProjectDesign a dogbone sample with the
highest strength to weight ratio using CAD software3D print sample
to be used as the negative for the mold cavity during castingFull
design process and testing9
3D Scanning3D scan a human handPost processing required for 3D
printingLimitations of 3D scanning and 3D printing
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Welding SimulationsLearning tool for practicing and teaching
welding techniquesTravel angle, arc speed, straightness, etc.MIG,
TIG, StickSaves on material, consumables, gas, and energy costsUsed
as an introduction to real welding
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12Preliminary analysis of blindfolded educational impact
assessment survey performed with 157 students indicates 63% of all
students think that VR-based experimental modules are very helpful
andaccelerate their learning process. An interesting outcome of the
same study is that when it comes to female students, this figure
increases to 86%, which isan important pedagogic outcome
considering projected changes with the gender structure of the
technical workforce in the US. It is hypothesized that the
immersive environment provides the opposite gender with a more
egalitarian perception of the psycho-dynamical surroundingin fields
traditionally associated with a certain genderand triggers such a
response overlapping with the outcomes of earlier experimental
studies in the field of cybernetics. More evidence will be needed
to prove this hypothesis in the broad field engineering
pedagogy.Another important result of the survey conducted by the
authors relates to success metrics:For students with GPA smaller
than 3.0, the positive feedbackforvirtual reality tools is72%,
whereas this drops to61% for students with GPA larger than 3.0. So,
academically less successful students seem to be benefiting more
from the VR technology which underlines the importance of this
technology as an instructional tool. In simple terms, those who
need it more, gain more through VR implementation in class
room.Pedagogical Aspects of Virtual Reality Implementation in
Engineering
Labshttps://www.linkedin.com/pulse/pedagogical-aspects-virtual-reality-implementation-mechanical-ozkan
Virtual Reality Based PrototypingCAD based virtual
prototypingVirtual reality design space
13Pictures in the bottom row: Microsoft HoloLens Website [4]
Significance3D printing, 3D scanning, and VR are becoming more
common in industryEquip students for entrepreneurship
opportunitiesKeep students interested in STEM fieldsLess than 40%
of students entering college in STEM fields finish with a STEM
degree [5]Design Contests: Stretch Your Mind Engineering Challenge,
IAM3D Challenge of the ASME, Aggies Invent14
Next steps15
Develop the HMD-version of the application for Google
Cardboard.Prepare labs in VR mode, homologation for ZEEC and
TAMU-Q.Develop the pedagogic metrics and evaluate student
performance in VR.Get involved with textbook publishers and
organizations specializing in engineering education (ASEE, SEFI)
(Long-term goal).TAMU-QZEEC
15
Texas A&M is at the forefront of VR based instructional
technologies!16
The gong of a new era in instructional technologies. VR/AR
technologies are going to be essential components of any kind of
instructional effort in the digital age. AutoDesk
StingraySignificance & Future Work
17Using Autodesk Stingray to build atomic structures in virtual
reality to guide the imagination of students for tough-to-imagine
concepts so that a deeper understanding of essential mechanisms in
materials behavior can be achieved. Ta Duong, MEEN 625 Mechanical
Behavior of Materials, based on modeling approach discussed in:
Slip planeSlip direction
Justin McGinnety and Cody Piercey, MEEN Instructional VR/AR
Content Development LabDislocation mobility
Ongoing Instructional Technology Development Project:
VR Whats Next ? Haptic feedback & multiuser interactions,
also personalized lessons through integrated artificial
intelligence18
https://www.oculus.com/experiences/gear-vr/1272636489423125/
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AcknowledgementsAndreas A. Polycarpou, Mechanical Engineering
Department HeadSharli Nucker, Director of Operations of Mechanical
EngineeringDr. Bilal Mansoor, Mechanical Engineering, Texas
A&M-QatarAli Sheharyar, Software Developer and Director of the
CAVE Visualization Center at TAMUQMitch Wittneben, Assistant
Director of Dwight Look College of Engineering-Information
TechnologyJason Charanza, MEEN 3D Printing Studio DirectorYasushi
Mizuno, MEEN 3D Printing Studio Lead Developer and Systems
Tester19
Acknowledgements20
Tanil Ozkan, Justin McGinnety and Cody Piercey at the Mechanical
Engineering Instructional VR/AR Content Development Lab gratefully
acknowledge the support and contributions of the following
individuals, companies and organizations:
Jared Vanscoder, Education Program Manager, Autodesk Inc.Philip
Jordan Cox, Former Academic Liaison of Autodesk to Texas
A&M
References[1] History of Additive Manufacturing, Terry Wohlers
and Tim Gornet, Wohler Report, 2014.[2]
http://pages.makerbot.com/rs/444-ZTM-866/images/3D-Printing_Campus_Technology_White_paper.pdf
[3] Reshaping the Educational Environment for Tomorrows Workforce,
Richard M. Rhodes, Educause, 2015.[4]
http://research.microsoft.com/en-us/projects/hololens/[5] Freeman,
S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., et al.,
Active learning increases student performance in science,
engineering, and mathematics, PNAS, Vol. 111, No. 23, June 2014,
pp. 8410.
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