The Use of Welding Simulators Improve Proficiency in Entry-Level Welding Students

THE USE OF WELDING SIMULATORS IMPROVE PROFICIENCY IN

ENTRY-LEVEL WELDING STUDENTS.

by

Gerald F. Bickerstaff

A Paper in Lieu of Thesis submitted to the Graduate School of

Northwestern State University of Louisiana

In partial fulfillment of requirements for the

Adult Education, Master of Arts Degree

Concentration of Continuing

Education

March 2015

THE USE OF WELDING SIMULATORS IMPROVES PROFICIENCY IN

ENTRY-LEVEL WELDING STUDENTS

By:

Gerald Franklin Bickerstaff

A Paper in Lieu of Thesis submitted to the Graduate School of

Northwestern State University of Louisiana

In partial fulfillment of requirements for the

Adult Education, Master of Arts Degree

Concentration of Continuing

Education

Approved by:

____________________________________

Dr. William D. Morrison Date

____________________________________

Dr. Dustin M. Hebert Date

____________________________________

Dr. Darlene L. Williams Date

____________________________________

Steven G. Horton, Ph.D. Date

Dean, College of Arts, Letters, Graduate

Studies, and Research

Copyright © 2015

Gerald F. Bickerstaff

iv

ABSTRACT

THE USE OF WELDING SIMULATORS IMPROVES PROFICIENCY IN EN-

TRY-LEVEL WELDING STUDENTS.

Bickerstaff, Gerald F., B.A., American InterContinental University, 2010

Master of Arts, Northwestern State University, Spring Commencement 2015

Major: Adult Education; Continuing Education

The use of welding simulators improves proficiency in entry-level welding stu-

dents.

Paper in Lieu of Thesis directed by Professor William Morrison

Pages, 45. Words in abstract, 165

This study evaluated the proficiency rate of entry-level welders that have

utilized virtual reality (VR) in welding against entry-level welders who utilized

traditional welding (TW) training methods. The authors of similar studies con-

firm increases in psychomotor skills of the subjects while utilizing VR simula-

tion. This study relates to proficiency skills through a series of set proficiency

checks. The goal for this study was to identify cost efficiency and faster training

of welders in a single welding process, Flux Core Arc Welding (FCAW); with

two different positions horizontal fillet weld position (2F) and flat groove weld

(1G). This study also assists in developing a new teaching model to produce

welders in order to the industry demands. This study was conducted in a regular

training lab, and the utilized the Vrtex 360 and the Vrtex Mobile. Neither the re-

searcher nor the study endorses Lincoln Electric Co. or the Vrtex equipment; the

Vrtex availability was the reason why it was chosen to use be used throughout

this study.

v

ACKNOWLEDGMENTS

I want to express my deepest thank you to my advisor Dr. William Morri-

son, who provided guidance throughout the process of my Thesis to a Paper in

Lieu of Thesis. Dr. Morrison’s comments and feedback during this process was

instrumental during the various stages of the writing process, his commitment and

passion to see Graduate students succeed in the Adult Education program was vital

to my success.

I would really like to expression my appreciation to Dr. Terri Poehl, and

my Graduate Committee, Dr. Darlene L. Williams, and Dr. Dustin M. Hebert for

all the encouraging reviews and inspiring me to further my education. Dr. Poehl,

for her continuous comments and feedback during the early stages of my research.

Dr. Poehl’s work and time to read many versions of my original thesis was a key to

being successful in the Graduate Program at NSU.

I would like to express my deepest thanks to Dr. Ali Ahmad, Jennifer Lynn

Hudgens, and Dr. Geoffery Dean, for all of their assistance to me professional and

personal through my graduate program and paper in lieu of thesis. Dr. Ahmad,

thank you for providing your expertise in virtual reality, which made a major dif-

ference on the outcome of my work and my understanding of the virtual reality

environment. Jennifer, thank you for the timeless efforts and hours of proofreading

many versions of my paper; your editorial work was beneficial. Dr. Dean, thank

you for the support and the inspiration and guidance in many different levels.

I want to express my deepest appreciation to my fiancée, Pam Giroir, for

her continuous love, support, and confidence throughout my Graduate Program.

vi

Pam has to be the most understanding person I have ever met; she believed in me

and provided me with the confidence to start college along with the opportunity to

become successful in a new career. Pam has always shown and provided love, mo-

tivation, or any type of support possible.

I also want to express my deepest appreciation to my family for their con-

tinuous support, love, and confidence. My Uncle Mike, Aunt Donna, and mom are

always encouraging me to achieve my goals and provide the support when needed.

vii

TABLE OF CONTENTS

Copyright © 2015 .............................................................................................. iii

ABSTRACT ....................................................................................................... iv

ACKNOWLEDGMENTS .................................................................................. v

CHAPTER ONE ................................................................................................. 1

Introduction ......................................................................................................... 1

Background .............................................................................................. 1

Theoretical Framework ....................................................................................... 2

Statement of the Problem ......................................................................... 2

Research Question .................................................................................... 3

Rationale for This Study ........................................................................... 3

Significance of This Study .................................................................................. 4

Definition of Terms............................................................................................. 5

Limitations, Delimitations, and Assumptions ..................................................... 8

Limitations of This Study ......................................................................... 8

Delimitations of This Study ..................................................................... 9

Assumptions of This Study .................................................................... 10

Summary ........................................................................................................... 10

CHAPTER TWO .............................................................................................. 12

Review of Related Literature ............................................................................ 12

Original Study ........................................................................................ 12

Simulators ............................................................................................... 14

viii

Learning Styles ....................................................................................... 15

Virtual Reality ........................................................................................ 16

Physiological and Cognitive Effects ...................................................... 17

Supporting Information .......................................................................... 18

CHAPTER THREE .......................................................................................... 21

Conclusion ........................................................................................................ 21

Summary ................................................................................................ 21

Implementation ................................................................................................. 23

Setting and Participants .......................................................................... 23

Assessment Plan ..................................................................................... 25

Design for Future Research .................................................................... 26

REFERENCES ................................................................................................. 27

APPENDICES .................................................................................................. 32

Appendix A ....................................................................................................... 32

VITA ................................................................................................................. 33

AFFIRMATION OF ACADEMIC HONESTY ............................................... 34

1

CHAPTER ONE

Introduction

In the United States (U.S.), there is a shortage of welders; therefore training new

welders is essential at technical and community colleges. According to data gathered by

the American Welding Society (AWS), the average age of welders in the U.S. is in the

mid-fifties with many welders approaching the age of sixty (Zalkind, 2007). Certified

welders are in high demand to fill the vacancies of the older generation (Zalkind, 2007).

The new generations of welders are being educated on new technologies that are now

available in the welding industry. Virtual reality (VR) simulators are an example of new

technology used to educate welders.

Background

According to Abrams et al., the U.S. Navy developed and tested the original tech-

nology for a welding simulator in June 1973. The Navy designed a prototype arc-welding

machine to provide essential learning qualities as feedback to the trainee and the instruc-

tor. These essential qualities include immediate, discriminative feedback, and the capaci-

ty for concentrated practice (1973). This type of feedback is not available in traditional

welding (TW) training.

There have been many studies conducted about VR in training compared the per-

formance and cognitive aspects associated with welding training (Stone, Watts, Zhong, &

Wei, 2011). During this study, the VR measured the kinesthetic memory. Then the sub-

jects were able to utilize their kinesthetic memory skills they learned to perform actual

welding tasks. The original VR welding simulator had several key components developed

into the design to measure the trainee’s kinesthetic memory skills. The VR training simu-

2

lator monitors essential variables of the welding procedure; these are arc length, travel

angel, work angel, travel speed, and contact to work distance (Abrams, Schow, & Riedel,

1974).

Theoretical Framework

Statement of the Problem

The theory in many institutions is that the result from virtual reality (VR) simula-

tion does improve trainees’ welding skills (Stone et al. 2011). In this research, the type of

virtual reality (VR) welding simulators utilized will be the Vrtex 360 and the Vrtex Mo-

bile produced by Lincoln Electric Company. The VR welding simulator provides imme-

diate feedback after each pass of welding during the simulated welding process (Abrams

et al. 1973) Welding is about learning kinesthetic memory skills in order to perform the

welding process properly.

To become an expert welder, there are several things that the mind and the body

have to learn during the welding process. Studies have been conducted which demon-

strated that kinesthetic memory skills are required in the welding process and that the

muscle activities between expert and novice welders are different (Stone et al. 2011).

During this study, performance evaluations in the different positions will provide the

measurements of kinesthetic memory skills.

With these types of advancements in technology, technical and community col-

leges should be able to produce welders more efficiently than in the previous years. In

recent years, community and technical colleges have had to undergo major budget cuts

(Crookston & Hooks, 2012). Community and technical colleges are looking for better

ways to provide their necessary certificates and other skills – specific training at a lower

3

cost to their institutions and meet the requirements of the industry (Crookston & Hooks,

2012). Utilizing VR welding simulation will provide technical and community colleges a

cost-efficient training method that will provide the trainees with the necessary kinesthetic

memory skills needed to pass an AWS Entry-Level Certification test (Abrams et al.

1973).

Research Question

Do welding simulators improve proficiency in entry-level welding students?

Rationale for This Study

With the advances of technology and in the United States (U.S.) at large, simula-

tion training has become a vital part of many training methods. Welding is one of the

most demanding industries in the State of Louisiana and the U.S. It is important to utilize

technology available for training. In virtual reality (VR) training there are immediate

benefits available to the trainee. In traditional welding training (TW), the trainee spends

an abundant amount of time prepping plate for the welding process. Prepping plate is cut-

ting the plate out from stock and cleaning the plate so the welder can weld the plate to

form different welding joints during the welding process.

This study determined the rate of proficiency for trainees utilizing the virtual real-

ity (VR) welding simulation versus students using traditional welding (TW) training

methods. After this study, a cost analysis concluded over the amount of materials and

consumables saved during this study utilizing VR welding simulation and TW. This can

disaggregated into individual statistical data for a cost comparison analysis to determine

the cost efficiency of the VR welding simulator over the TW. Utilizing VR welding

4

simulators will provide immediate feedback, in which can be saved, and the feedback

will be compared at different points during this study.

Significance of This Study

The first significance of this study will show the improved proficiency of the sub-

jects utilizing virtual reality (VR) welding simulation versus subjects that have not uti-

lized VR welding simulation and only had traditional welding (TW) training. The time

spent in the TW method prepping coupons to work with contributes to the factors that

would help support the theory that VR welding simulation will improve the proficiency

versus TW (Abrams et al. 1973). Whereas in the VR’s welding simulation there is no

prep time between coupons thus allowing subjects to fully engage in the welding process

(Abrams et al. 1973).

The second significance of this study will show the cost analysis difference be-

tween VR welding simulation and TW. While utilizing the Vrtex 360 or the Vrtex Mo-

bile, one of the features Lincoln has incorporated into this technology is tracking material

usage (The Lincoln Electric Company, 2009). This data gives the instructor and the

school detailed information on how much they are saving on material and consumables

by utilizing virtual reality (VR) welding simulation in their program. With these cost-

effective ways of saving, and with technical and community colleges being on a limited

budget, this will allow the institutions to provide updated equipment to their welding de-

partment.

The third significant aspect of this study, virtual reality (VR) welding simulation

provides immediate feedback to the subjects giving them kinesthetic memory skills need-

ed before they enter into the traditional welding (TW) method of training (Abrams et al.

5

1973). This will also enable the subjects to feel secure in the process before entering he

shop area due to them having knowledge of what to expect and how to perform the weld-

ing process (Stone et al. 2011).

Definition of Terms

2F Weld – plate

“A weld test position designation for a liner fillet weld applied to a joint in which

the weld is made in the horizontal welding position” (AWS, 2009, p. 2).

1G Weld – Plate

“A weld test position designed for a linear groove weld applied to a joint in which

the weld is made in the flat position” (AWS, 2009, p. 2).

Arc length

“The distance from the tip of the welding electrode to the adjacent surface of the

weld pool (AWS, 2009, p. 4).

Base metal

“The metal or alloy being welding, brazed, soldered, or cut” (AWS, 2009 p. 6).

Defect

“A discontinuity or discontinuities that by nature or accumulated effect render a

part or product unable to meet minimum applicable acceptance standards or specifica-

tions. The term designates rejectability” (AWS, 2009, p. 12).

Discontinuity

“An interruption of the typical structure of a material, such as a lack of homoge-

neity in its mechanical, metallurgical, or physical characteristics. A discontinuity is not

necessarily a defect” (AWS, 2009, p. 13).

6

Fillet Weld

“A weld of approximately triangular cross section joining two surfaces approxi-

mately at right angles to each other in a lap joint, T-joint, or corner joint” (AWS, 2009, p.

17).

Flux Cored Arc Welding (FCAW)

An arc welding process using an arc between a continuous filler metal electrode

and the weld pool. The process is used with shielding gas from a flux contained

within the tubular electrode, with or without additional shielding from an exter-

nally supplied as, and without the application of pressure (AWS, 2009, p. 19).

Groove Weld

“A weld in a weld groove on a workpiece surface, between workpiece edges, be-

tween workpiece surfaces, or between workpiece edges and surfaces” (AWS, 2009, p.

21).

Nondestructive Examination (NDE)

“The act of determining the suitability of a material or a component for its intend-

ed purpose using techniques not affecting its serviceability” (AWS, 2009, p. 29).

Travel Angle

“The angle less than 90° between the electrode axis and a line perpendicular to the

weld axis, in a plane determined by the electrode axis and the weld” (AWS, 2009, p. 44).

7

VR – Virtual Reality

“An artificial world that consists of images and sounds created by a computer and

that is affected by the actions of a person who is experiencing it” (Merriam Webster Vir-

tual reality," n.d.).

Weld, n.

A localized coalescence of metals or nonmetals produced either by heating the

materials to the welding temperature, with or without the application of pressure,

or by the application of pressure alone and with or without the use of filler mate-

rial (AWS, 2009, p. 45).

Weld, v

“The act of welding” (AWS, 2009, p. 46).

Welder

“One who performs manual or semiautomatic welding” (AWS, 2009, p. 47).

Welding

A joining process producing coalescence of materials by heating them to the

welding temperature, with or without the application of pressure or by the appli-

cation of pressure alone, and with or without the use of filler metal (AWS, 2009,

p. 47).

Welding procedures

“The detailed methods and practices involved in the production of a weldment”

(AWS, 2009, p. 48).

8

Work angle.

The angle less than 90° between a line perpendicular to the major workpiece sur-

face and a plane determined by the electrode axis and the weld axis. In a T-joint

or a corner joint, the line is perpendicular to the nonbutting member. This angle

can also be used to partially define the position of guns, torches, rods, and beam

(AWS, 2009, p. 48).

Limitations, Delimitations, and Assumptions

Limitations of This Study

The first limitation of this study would be explaining the welding process and/or

the welding terminology to individuals with no knowledge of the welding industry. Indi-

viduals that do not understand the welding industry will not understand the different ac-

ronyms used and how certain terminology represents welding terms. When trying to ex-

plain the welding process, many terms used in this industry have other meanings outside

of the industry.

The second limitation in this study would be getting accurate answers from sub-

jects concerning their knowledge of the welding process. When a subject has prior

knowledge in the welding process, this will cause a disadvantage to the other subjects

within this study. If the subject possesses prior knowledge, they could possibly have mis-

informed knowledge concerning welding process. This misinformation could include im-

proper techniques, improper terminology, and cause animosity between the instructor and

the subject.

The third limitation in this study would be the subjects seeking outside sources to

improve their abilities before and during this study. If the subject were to seek outside

9

sources for assistance before the research starts, this outside information could affect pro-

ficiency measures; this means that the subjects would have some type of knowledge of

the welding process. This study is intends to measure the competences of entry-level

welder’s skills utilizing virtual simulation.

Delimitations of This Study

The first delimitation of this study would be that any subject that meets the mini-

mum entry-level requirements for technical or community college is eligible for this

study as long as they have no prior knowledge of welding processes. This will mean no

disqualification of any subject based on their age or gender from this study. To measure

the proficiency of various age groups that would meet the industry demands provides the

basis of this study.

The second delimitation is the independent variables of setting and method are

controlled for each subject throughout this study. The subjects (Group 1) using the virtual

reality (VR) will have the same settings continuously through the time they are on the

simulator. Group 1 will utilize the same equipment when they are in the shop portion of

their training as Group 2 to utilize for their traditional welding (TW) training.

The third delimitation is that an American Welding Society Certified Welding

Educator/ Certified Welding Inspector (AWS CWE/CWI) will conduct all training. Be-

cause this uses an AWS CWI/CWE to conduct the training, subjects stand tested in ac-

cordance with the AWS codes used within industry. This will ensure there are no dis-

crepancies in the terminology or standards of evaluation of skills used during this study.

Only a person certified through the AWS as a CWI has the ability to perform a certifica-

10

tion test in conformance with the AWS Standards. Therefore, all during the research tests

shall conform to the guidelines set forth by the American Welding Society (AWS).

Assumptions of This Study

One assumption in this study is that it is unique to this geographical area; meaning

is there is no study like this one conducted in this geographical area. Although there have

been other studies conducted, in other regions of the United States, there have not been

conducted in the southern regions of the U.S. The initial study by Iowa State University

included 22 subjects and various welding processes (Stone, McLaurin, Watts & Wei,

2011). This study will include thirty-sixty (30 to 60) subjects performing single a process

and in a different geographical area.

Another assumption of this study is that the use of simulated welding will prove

beneficial to welding programs by saving consumables and producing a better quality

welder. In technical and community college welding programs, the major goal is to pro-

duce quality welders to meet industry demands with limited resources. With the use of

simulated welding processes, technical and community colleges’ welding programs will

be able to provide more supplies and updated equipment.

Summary

Virtual reality (VR) welding simulation provides kinesthetic memory skills that

will enable training abilities at lower cost to the training institution. The kinesthetic

memory skills that are developed are essential muscle memory techniques required for

welding (Abrams et al. 1973). Virtual reality (VR) welding simulation provides training

institutions with the technology currently used in the industry and making it available in

the classroom. The use of virtual reality (VR) welding simulation will provide the essen-

11

tials skills needed before they enter into traditional welding (TW) training (Stone et al.

2011).

12

CHAPTER TWO

Review of Related Literature

The purpose of this research proposal was to determine whether virtual reality

(VR) welding simulation improves the proficiency in entry-level welding students. There

will be six section proposal topics discussed. The first topic is the original study by the

United States Navy on virtual reality (VR) welding simulation. The second topic dis-

cussed is simulators and their relevance to training. The third topic discussed is learning

styles, whether learning styles are relevant to virtual reality (VR). The fourth topic is vir-

tual reality, particularly the use of technology behind virtual reality. The fifth topic dis-

cussed is the physiological and cognitive effect of VR simulation. The sixth topic is the

supporting information from AWS to Lincoln Electric Company. The proposal will start

with original study by the United States Navy on Welding Simulation.

Original Study

In 1947, the United States Training and Employment Service General Aptitude

Test Battery (GATB) published a continuing program of research to validate the test

against success in various occupations (Wirtz, 1966). The GATB measures nine aptitudes

with twelve different tests, including general learning ability, verbal attitude, numerical

aptitude, spatial aptitude, form perception, clerical perception, motor coordination, finger

dexterity, and manual dexterity (Wirtz, 1966). In the 1960’s, the United States Training

and Employment Service developed the GATB norms for the occupation of arc welder

(Wirtz, 1966).

Based on their findings, the GATB determined motor coordination is necessary in

welding regarding accurate guiding for the setting up of welding equipment for Arc

13

Welding (Wirtz, 1966). During GATB’s study, they found that most of the twelve apti-

tudes were important in the occupation of arc welding, except for where there was only

one measure of the training obtained (Wirtz, 1966). After this study was conducted in

1966, United States Training and Employment Service determined that majority of the

aptitudes listed above were relevant which allowed them to develop a job description for

an Arc Welder (Wirtz, 1966). However, years later the U.S. Navy conducted their own

research to see what types of psychomotor skills adult learners needed to change during

the U.S. Navy’s process of training welding in the Arc Welding process.

There was not any type of research conducted, which focused on virtual reality

(VR) welding simulated task until 1973. The United States (U.S.) Navy was first to ex-

plore virtual reality (VR) welding simulation (Abrams et al. 1973). According to the

background information in the report by the U.S. Navy, many researchers and scholars

through the 1970’s were concerned with the effects of psychomotor skills and how they

can be applied to augmented feedback on physical tasks (Abrams et al. 1973).

In 1974, the United States (U.S.) Navy had a peer review of the initial research to

confirm their original conclusion, that VR simulators improved the psychomotor skills

needed during the Arc Welding process. Edward J. Pickering reviewed this study con-

firming the conclusion. This study conducted by the United States Navy concluded two

factors in trainees’ performance; first, it is possible to acquire physical complex continu-

ous three-dimensional psychomotor skills, effectively utilizing similar tasks than per-

forming the task laws and hands-on activities (Abrams, Schow, and Riedel, 1974). Sec-

ond, the prototype device utilized during this study effectively trains Arc Welders

(Abrams et al., 1974).

14

There are other benefits of utilizing virtual reality (VR) simulators in welding as

the U.S. Navy discovered; simulators use less electricity, less welding materials, and ap-

proximately half as much time (Abrams et al., 1974). The U.S. Navy discovered during

this research that widespread use of the simulator would provide a substantial savings

cost to the welding department, while allowing increased training capabilities (Abrams et

al., 1974). With the major budget constraints technical and community colleges face to-

day, this type of technology will provide a significant means of alleviating financial strain

on welding departments (Crookston & Hooks, 2012).

Simulators

The use of virtual reality (VR) technology has been around for 30 years; during

this time the capabilities of VR simulation has evolved (Horvath, Lee & Talaba, 2010).

There are VR simulators for computer-aided design systems, which are widely used in

the industry today according to (Horvath et al., 2010). Engineers are designing VR sys-

tems to have common hardware. They have designed the interface to be easily accessible

for users with no VR experience (Seth & Smith, 2004). Problems with utilizing virtual

simulation in many areas especially education include the cost of the simulator equip-

ment; however they have developed personal computer (PC) based virtual reality (VR)

simulation software that lowers the cost of VR equipment (Seth & Smith, 2004).

Before going to production, some industries have taken this technology and uti-

lized it to train employees and to help with designing solutions (Seth & Smith, 2004).

Many different VR simulators assist in various organizations’ training programs. An ex-

ample is the Firearms Training Simulator (FATS) used by law enforcement (Parlow &

Thompson, 2009). Some of the technology used to develop FATS comes from the mili-

15

tary and other industries. The designers’ intent for the police simulators was to provide

example scenarios to trainees, and then to observe honest reactions and to demonstrate

their subconscious tactical decisions (Parlow & Thompson, 2009).

The United States Navy developed virtual reality (VR) simulation to provide in-

stant feedback during the welding training process (Abrams et al., 1974). They also want

to utilize the VR simulator where actual hands-on training would not be practical; such as

aboard ships (Abrams et al., 1974). There have been other advancements in virtual simu-

lation and welding, such as the Vrtex 360 developed by Lincoln Electric (The Lincoln

Electric Company, 2009). Studies have shown utilizing virtual reality (VR) a simulator in

welding reduce training time and reduces cost for simpler welds (Stone et al., 2011).

These simulators have demonstrated useful techniques needed to become profi-

cient in that area of training. These simulators are similar in design to those utilized dur-

ing this research. They demonstrate VR simulation technology is evolving into many are-

as where the training method has been predominantly traditional training (Stone et al.,

2011).

Learning Styles

Do learning styles affect virtual reality (VR) training in adult learners? In con-

ducted research, VR-based guided exploration and base testing had higher scores than the

other types training in this research (Chen, Toh & Ismail, 2005). However, technology

changes all the time and keeps up with industries’ training facilities. These facilities will

need to utilize the most efficient and productive way to accommodate different learning

styles. In training welders, there is no other way to measure fully a welder’s ability with-

out utilizing hands-on activities.

16

However, in welding there is more than just running beads on plates; there is also

certain activities that have to be mastered inside the classroom and instructors could use

different types of interactive videodisc (IVD) for training welders (Chen et al., 2005). In

society today, if something is not “cool” everyone will not utilize it with access (Culen &

Gasparini, 2012). This simply means that in this study, VR simulation welding proves to

be a new idea that has the potential to be highly desirable, innovative, and successful as a

tool for adult learners to utilize in education broadly but particularly in welding training

(Culen & Gasparini, 2012).

Virtual Reality

Virtual reality (VR) technology has a vital role in simulation because it provides

users with various types of sensations, which in turn creates computer-generated scenes

utilizing 3-D human-computer interactions (Oliver, Seth, & Vance, 2010). There are VR

systems that calculate time and cost involved in various aspects of assembly; this is simi-

lar to the virtual reality welding simulator, which tracks the cost savings and provides

progressive feedback saved as a Portable Document Format (PDF) (Adobe Acrobat) (Ol-

iver et al., 2010).

During the training of welders, there are certain areas considered essential varia-

bles throughout the training process. One of these essential variables includes psychomo-

tor skills; which includes physical movement, coordination, and use of motor skills areas.

Virtual reality (VR) simulators need to mimic these psychomotor skills in order for suc-

cessful training to utilize VR technology (Hancock, Mouloua, Reinerman-Jones, Taylor

& Szalma, 2013). Audio has a major importance in the training of welders; it enhances

17

psychomotor performance by timing start and finish of goal-directed movements (Ah-

mad, 2007).

The use of sound while training welders is vital to understanding many aspects of

how the welds are made and is used in many areas of education and training (Durlach &

Mavor, 1995). Audio designers for VR simulators have enhanced their audio interfaces to

create psychomotor skills needed to train welders utilizing virtual reality personal com-

puter-based systems (VR PC) (Ahmad, Stanney & Fouad, 2009).

Training studies utilizing virtual reality (VR) simulators in welding have conclud-

ed positive results in terms of performance and physical skill learning only (McLaurin &

Stone, 2012). In this research, as in the results of the previous studies, proficiencies are

measured. Utilizing VR technology provides psychomotor skills that teach muscle

memory needed in order to become proficient in welding done through immersive tech-

nologies (Ashburn & Ashburn, 2004).

Utilizing virtual reality (VR) simulation welding allows the instructor to identify

certain key factors not noticed during the traditional welding training (TW) (Baser,

Masran, Rahim & Razali, 2011). With the advancements in virtual reality technology,

some VR systems have the ability to improve kinesthetic movement, which provides the

learner with a kinesthetic cognitive learning virtual environment (Stone, Watts & Zhong,

2011)

Physiological and Cognitive Effects

According to Stone et al., types of psychological or cogitative learning affect vir-

tual reality (VR) welding simulation, the conclusion utilized by studies of VR versus in-

tegrated training. This study conducted by Stone et al., concluded that the cognitive ef-

18

fects were increased utilizing VR simulation (2011). Other types of VR simulation have

been developed to assist in training students with the basic abilities of industry profes-

sionals and to enhance learning motivation and literacy skills (Chen, 2012).

Cognitive effects have been studied extensively and in various areas such as how

aircraft control dynamics and potential for oscillators and flight trajectory; these studies

provide advanced computer-based systems (Hancock et al., 2013). One of the major ob-

stacles when utilizing the type of training method is having the students assimilate the

knowledge they are given. With this technology, learners are available to obtain more

knowledge, thus becoming more skilled (Hancock & Hancock, 2010).

Supporting Information

The supporting information is a summary of various portions of literature, such as

the product literature on the Vrtex 360 that Lincoln Electric manufactured. In the litera-

ture provided by Lincoln Electric Company, the various functions of the Vrtex 360 in-

clude the instructor mode (The Lincoln Electric Company, 2009). They also provide all

of the major functions the Vrtex 360 can provide to the welding program. With cuts in

the state spending budgets, community and technical colleges should utilize cost-

effective ways to conduct training. The major impact to the budget cuts for all technical

and community colleges would be especially helpful to the institutions that are serving

our rural areas within our state; these are the most vulnerable legislative appropriation of

educational funding (Crookston & Hooks, 2012).

Even with tuition increases in the technical and community colleges, they are still

significantly lower than any tuition found at a four-year university (Crookston & Hooks,

2012). What does this mean for the future of the U.S. workforce? Companies are hiring,

19

demand is growing for education and skills at all levels, companies are investing in train-

ing for employees, and opportunity exists for low skilled workers, but there is no reason

to suspect that these opportunities will shrink in the future (Cohen, 2012).

In 2012, Society for Human Resource Management (SHRM) and Achieve Organ-

ization (Achieve) developed a survey to identify changing demands for employees across

industries and job levels. They utilized more than 25,000 Human Resource (HR) profes-

sionals in nine different industries. The results of the SHRM and Achieve survey provid-

ed evidence to those organizations that in all industries projected future for jobs at all

levels is that they will require more skills, education, and credentials/certifications with

degrees of a greater magnitude than previous years (Cohen, 2012).

In welding, the United States is in the midst of a welder shortage and this adds to

the complexity of the various industry problems (Zalkind, 2007). There are many factors

leading to this shortage of welders in the United States. Stereotypes have stigmatized the

welding industry; some invoke the image of a dark and dirty job with little advancement

and salary growth (Zalkind, 2007). In fact, welding is one of the oldest fields and plays a

key role in the manufacturing sector of our country; however, the demand for skilled

welders is getting harder to meet due to the average age of a welder being around 60

(Zalkind, 2007). Trying to fulfill the demand for skilled welders has become such a task

that companies developed their own type of training in order to fill the demands of weld-

ers (Wilson, 2011).

In the American Welding Society (AWS) D1.1, Structural Steel Welding Code

identifies all detail about welding structural steel utilizing various processes. This book

provides prequalified welding procedures for many of the common welding joints used in

20

the industry. It also gives us the evaluation methods and measurements necessary to de-

termine whether a welder passes the welder qualification test (AWS, 2011). The Ameri-

can Welding Society (AWS) developed a standard set of terminology for the world to

reference for welding. Some of the terminologies AWS have defined are weld used as a

noun and as a verb (AWS, 2009). Weld in the noun form is the process of joining two

metals with or without a filler metal (AWS, 2009). Weld in the verb form simply means

the act of welding (AWS, 2009).

21

CHAPTER THREE

Conclusion

Summary

There are many reasons to develop a cost effective training program that could ei-

ther cut the cost by half or at least reduce the cost of the Welding Program cost to tech-

nical and community colleges. There are major budget cuts to the technical and commu-

nity colleges that make it difficult to obtain qualified personnel to fulfill the requirements

of the welding industry (Crookston & Hooks, 2012). The State of Louisiana along with

the United States generally needs to train welders as quickly as possible to keep up with

the industry demand. The American Welding Society (AWS) has stepped in to assist the

industry’s need for welders by first providing some facts concerning the industry. In a

compiled report from the AWS and their industry resources, the United States needed

nearly 450,000 welders last year, 2014 (Zalkind, 2007).

In addition, the AWS announces that in the industry of welding the average age of

a welder is around sixth-years old (60) (Zalkind, 2007). According to an article published

in 2014 by the Manpower Group, global employers reported their biggest shortage in the

workforce was is the talented skills trade category (Manpower Group, 2014). The article

also noted 54% of the companies who reported shortages have seen negative effects, ei-

ther at medium or high impact, in their abilities to meet their client’s demands for weld-

ers.

The use of virtual reality (VR) simulation to assist in training is yet uncommon in

most industries; however, in welding the use of VR simulation is a new technology that

can provide many benefits to the students and the welding industry. The use of VR simu-

22

lation in welding has been evolving for over forty-two (42) years when the United States

Navy first conducted research into the virtual reality (VR) welding simulation to deter-

mine if a physically complex continuous since psychomotor skills could be acquired

more efficiently that traditional welding (TW) training methods (Abrams et al., 1973).

In the initial report by the U.S. Navy, their findings with the virtual reality (VR)

welding simulation found that subjects who utilized the VR welding simulator performed

significantly better than the subjects who trained with the TW training methods (Abrams

et al., 1973). The report also concluded the virtual reality-welding simulator was more

cost effective over the traditional welding (TW) training methods (Abrams et al., 1973).

The U.S. Navy’s report made the recommendation for the use of VR welding simulation;

they could use VR welding simulation to identify the persons with the greatest potential

for success in welding school (Abrams et al., 1973).

Throughout the entire development of virtual reality (VR) there have been major

advances taken to design VR equipment at a lower cost. Not only have the costs been

lowered, the advances in the technology provide virtual simulation with the sounds heard

while engaging in industrial labors (Ahmad, 2007). Sounds especially are important when

training welding no matter what training method utilized when training welders that have

different aptitudes and psychomotor skills that will be developed throughout the training

process.

The United States Department of Labor defined the industry standards of apti-

tudes in 1966 in a study called the Development the USES Aptitude Test Battery for

Welder, Arc (Wirtz, 1966). These aptitudes identified a more developed job description

of an Arc Welder. There were many different aptitudes identified during the research; the

23

aptitudes of motor coordination, spatial aptitude, verbal aptitude, and the general learning

ability are considered some of the most important (Wirtz, 1966). This is important during

the development of virtual reality (VR) welding simulation to ensure the sounds and ac-

tions utilized are the same as the traditional welding (TW) training methods.

Virtual reality (VR) simulation has expanded into many different types of uses

for training in different industries. The idea of using computers in the welding industry is

present now and not just in the future. The creation of virtual reality personal computer

(VR PC) based technology has progressed in addition utilizing VR PC based technology

for the development of simulation for many training programs.

Industries are having problems obtaining skilled trades workers like welders and,

in order to accommodate the large numbers of low-qualified personnel; companies have

taken to training their own employees (Wilson, 2011). Industries are losing money with-

out the qualified personnel, technical and community colleges struggle to keep the funds

coming to them to provide training. Virtual reality (VR) welding simulation technology is

utilized by the United States Navy and has already shown results with improved kines-

thetic learning provide also lowering the cost for the training unit; technical and commu-

nity colleges can similarly benefit from VR simulation technology (Stone et al., 2011).

Implementation

Setting and Participants

To study this topic the first thing that needs to happen is to locate a virtual reality

(VR) welding simulator. For this study the type of virtual reality (VR), welding simulator

to utilize is the Vrtex 360 and the Vrtex Mobile from Lincoln Electric Co (The Lincoln

Electric Company, 2009). The Vrtex 360 and the Vrtex Mobile have undergone research

24

to determine whether virtual reality (VR) welding simulation at 100% training was com-

parable to VR 50% training for low and medium level task (Stone et al., 2011). The sub-

jects who were involved in this study achieve improved kinesthetic learning (Stone et al.,

2011).

The researcher will need to locate a community or technical college, which have

quality-welding machines that will produce welds to meet the industry standards set forth

by the AWS. During the same time the researcher should be seeking approval from the

Institutional Research Board along with already having completed their training course

for Human Subjects from The National Institute of (NIH) Office of Extramural Research.

The NIH training course the researcher is required to complete and become certified in is

“Protecting Human Research Participants” (PHRP); my certification number is 1533058.

The researcher designed the research with two groups of subjects who have vol-

unteered to participate in the VR welding simulation and the TW training methods. These

subjects should receive an AWS Welding Certification for participating in the research,

an AWS D1.1 Structural Steel Welding Certification in a flat groove (1G) position. The

groups would number from fifteen to thirty (15-30) participants in each Group.

The two Groups will have the same amount of time in two (2) different welding

positions in the same process. The Groups will be welding the same position for twenty-

five (25) hours and at the end will test in accordance with the AWS D1.1 Code Book for

both positions; horizontal Fillet (2F) and flat groove (1G). Group 1 VR will spend only

twenty (20) hours utilizing the welding simulator and spend five (5) hours in the tradi-

tional welding training method. Group 2 TW will spend the complete twenty-five (25)

hours in the traditional welding (TW) training method. Group 2 TW will not utilize virtu-

25

al reality (VR) welding simulation at any point throughout the research. The participants

would have to meet the research requirements as follows:

1. Be at least eighteen years old prior to the start of this study.

2. Have no prior welding experience or knowledge of welding.

3. Meet the minimum requirement scores for enrollment into a technical or

community college.

4. The subjects must not have any type of physical or health restrictions that

would keep them from performing in this study.

Assessment Plan

The research design that should be utilized in addressing the hypothesis, should

determine whether welding simulators improve proficiency in entry-level welders’ is the

quantitative research approach. To analyze the data, the researcher should use the correla-

tion research process. Correlation research involves collecting data to determine the rela-

tionship between the rate of proficiency of the two groups, Group 1 virtual reality simula-

tion (Group 1 VR) and Group 2 traditional welding training (Group 2 TW).

The researcher should analyze the data using statistical testing such as the t-test to

determine the proficiency rate between the two groups of subjects. Selection of the sub-

jects for this study the researcher should use simple random selection throughout. The

researcher took all precautions to ensure the data collected can validate this study to ei-

ther prove or disprove the hypothesis.

There are strengths and weakness to this type of research as the researcher evalu-

ated the statistical data. The researcher will control the identified weaknesses and

strengths to maintain valid data. Strength is the control of the dependent variable, and the

26

weaknesses include the use of at least one independent variable. Other weaknesses in-

clude the use of the correlation method for the research and choosing the correct method

to calculate the correlation method.

Design for Future Research

There will need to be more research on welding virtual reality simulation. The vir-

tual reality (VR) welding simulators can perform many different welding processes along

with different types of welding joint design. To understand the concept of the proficiency

of the VR welding simulator versus the proficiency of traditional welding (TW) training

more research will need to be conducted utilizing all of the processes along with using

other types of VR welding simulators.

In measuring the true proficiency rates for the each training method of the virtual

reality (VR) welding simulator the research will need to start with the same groups. And

these two groups, Group 1 VR and Group 2 TW, needs to be utilized throughout the

complete study, which would consist of all welding processes the VR welding simulator

offers, along with the joint designs for each of the processes.

To ensure the data is truly accurate a second study conducted on the Live Arc

produced by Miller Electric Co. It is recommended by utilizing these two different brands

and types of virtual reality (VR) welding simulation the researcher would be able to pro-

vide further supporting evidence of the improvement in proficiency rate for the various

processes. This data could assist in the development of a new and more cost-effective

training method for technical and community colleges in the future. These results are im-

portant to the industry for identifying a possible new cost-effective training method for

either company or local welding training facilities.

27

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32

APPENDICES

Appendix A

The data from this research will be kept for five years. A copy of the abstract will be sent

to the IRB chair when this study is complete.

______________________________________________

Signature Date

33

VITA

My name is Gerald Bickerstaff; I was born on September 30, 1976 in Hope, AR. I

moved to Pineville, LA in January 2005 and purchased a house for my family and my-

self. I live with my fiancée of nine years, her daughter, her sister, and her father. I spend a

lot of time with my uncle and aunt who are disabled veterans and chose to learn sign lan-

guage to communicate with my aunt who is deaf.

I began working at Central Louisiana Technical Community College (CLTCC) in

2012 as a welding instructor and in 2014 I became the Welding Program Chair. Before I

became a welding instructor, I was a Welder with Lafayette Steel Erectors (LSE). I have

been in college since 2008 and attended AIU for my Associate’s degree and Bachelor’s

degree. I currently attend Northwestern State University (NSU) to obtain my Master’s

degree in Continuing Education. I obtained my Certified Welding Inspector (CWI) and

Certified Welding Educator (CWE) in 2013 through the AWS. I am the chapter advisor

in SkillsUSA and the Educational Committee Chairman for AWS.

I have obtained many accomplishments over the years. One of the most recent ac-

complishments I have obtained was being accepted into Phi Kappa Phi, which is the hon-

or society at NSU. I have graduated with honors with both my AABA and my BBA de-

grees from AIU. I obtained my rank of Eagle Scout in Boy Scouts of America (BSA)

1990 and I am still actively involved with the BSA. I am a subject matter expert (SME)

for the National Center for Construction Education and Research (NCCER); I currently

assist in revising the welding curriculum for the new welding books.

34

AFFIRMATION OF ACADEMIC HONESTY

I, Gerald Franklin Bickerstaff, swear and affirm that the writing and ideas included in this

document are original and is my work. I have authored all statements made herein. I have

given credit to those whose work I have used to support assertions or to build arguments

within the document.

Student Printed Name: Gerald Franklin Bickerstaff_

Signature: ____________________________________

Date: ________________________________________

Witnessed by:

Major Professor Printed Name: Dr. William Morrison______

Signature: ___________________________________________

Date: _______________________________________________