OPMITISING LEARNING IN INDUSTRIAL ENGINEERING; IMPROVING SKILLS THROUGH XR ENHANCED LEARNING SCENARIOS Academic Article in Scopus uri icon

abstract

  • Extended reality facilitates better learning in less time while optimising resources. This paper explores a student-centric course experiment rooted in the application and practice of a recently developed educational platform, the Tec21 educational model, which is based on the development of disciplinary and transversal competencies. For this purpose, the design of educational innovations is fundamental. In recent years, the design of virtual simulations has rapidly increased in number as well as in sophistication. Virtual laboratories based on virtual reality and augmented reality have experienced exponential growth, which has led to the creation of new platforms for lessons based on XR technology. Although present research has presented several examples that showcase virtual environments designed for students to learn from, platform independence is growing, allowing users to experience different learning formats with minimal disturbance as technology strives to reach further seamless solutions. This research presents the results from specific learning scenarios through so-called design-build-test (DBT) exercises for different groups of industrial engineering students. The students were introduced to the MxREP simulator and the TecXR platform, which offer augmented guideline design tracking, intuitive support, and virtual reality design scenarios that allow students to repeat physical DBT exercises in a timely manner to gain deeper understanding of stepwise design parameters. The specific course exercise was designed to emphasise life cycle educational activities originating from the lecture design objectives, instructions, and activities, as well as the definition of educational objectives. Also, the design of simulator parameters and the interface with virtual and augmented reality lessons are used to achieve three essential objectives: development of skills, learning, and engagement. The findings showed that students greatly appreciate utilising XR as part of their learning. The variation of the platform noted that the more fixed VR process enables it to focus more on process-related design steps, whereas augmented support increased co-design engagement among student cohorts that participated. © 2024 Proceedings of the 26th International Conference on Engineering and Product Design Education: Rise of the Machines: Design Education in the Generative AI Era, E and PDE 2024. All rights reserved.

publication date

  • January 1, 2024