Introduce Virtual Reality to College Technical Training Programs—Intensified VR Training for Safety and Economic Efficiency

Xiaoxia Li; Farzin Heidari

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Capstone/ET Projects I: Electrical and Computer Focus
Tagged Division: Engineering Technology
Page Count: 12
DOI: 10.18260/1-2--34871
Permanent URL: https://peer.asee.org/34871
Download Count: 608

Paper Authors

biography

Xiaoxia Li Texas A&M University, Kingsville orcid.org/0000-0002-3510-2942

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Dr. Li is an assistant professor of Industrial Management and Technology at TAMUK, and her research focuses on Assistive Technology and Simulation.

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biography

Farzin Heidari Texas A&M University, Kingsville

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Dr. Heidari currently serves as Associate Professor of industrial management and technology at Texas A&M University, Kingsville. Dr. Heidari has 30 years of experience in manufacturing and CAD/CAM/CNC courses. He is currently serving as the Interim Chair for the Industrial Management and Technology Department.

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Abstract

Introduce Virtual Reality to College Technical Training Program —Intensified VR Training for Safety and Economic Efficiency

Dr. Xiaoxia Li1, Dr. Farzin Heidari1 1Department of Industrial Technology and Management, Texas A&M University-Kingsville

Abstract: Traditionally, technical training is done in laboratories that are equipped with technology devices, machines, consuming materials, and safety equipment. With the advancement of technologies and emerging external needs, the equipment may become obsolete and not keep up with the latest mainstream technology. Additionally, machines and equipment need maintenance and they occupy much space and time. More critically, lab safety is an issue that often poses great risks for beginners and instructors in labs. In order to reduce the potential risks in the learning process, and deal with the possible waste of space and supplies, Virtual Reality (VR) training for college lab sessions as a viable solution should be considered. • Scope of VR: Virtual Reality (VR) is considered to be a unique type of restricted display, which immerse the user completely in a three dimensional (3D) environment. • Philosophy of VR: The use of VR creates a realistic understanding of the operational environment and procedures through the interaction of the user and the surrounding virtual environment including pseudo signals and controls. In this method, the users would be exposed to real-time signals and peripheral situations. A pilot study of “Driving under Influence of Alcohol” was done using VR technology as a master’s thesis, and the users are exposed to simulated steering, car signaling, accelerating and braking systems, which is equivalent to the driving experience in real situations. 67% higher scores with 95% confidence interval were reported for overall training satisfaction for the virtual reality training participants in the study. • The merit of using VR in training: VR gives a new direction of technological training in education, and achieves the ultimate goal of preparing our workforce with sufficient exposure of hands-on training on cutting edge technologies and skills with a minimum investment in the hardware and supplies, and enhances the trial and error learning experience to overcome the obstacles of the fear of making mistakes in learning and operating new devices. To promote safety and economic efficiency, the extensive application of virtual reality in technology laboratories should be adopted. VR enhances the experience of hands-on learning, problem-solving, and gives a promising pathway to highly engaging and low-risk, low-cost technology training solutions in a great variety of training processes that involve the interaction with the equipment and surrounding environment. Implementing VR training will explore the possibility of combining traditional lab training and virtual reality training, and find a safe and economic venue to build successful technology training programs in college curricula.

Citation
Format

Li, X., & Heidari, F. (2020, June), Introduce Virtual Reality to College Technical Training Programs—Intensified VR Training for Safety and Economic Efficiency Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34871

TY  - CPAPER
AB  - Introduce Virtual Reality to College Technical Training Program —Intensified VR Training for Safety and Economic Efficiency

Dr. Xiaoxia Li1, Dr. Farzin Heidari1 
1Department of Industrial Technology and Management, Texas A&amp;amp;M University-Kingsville

Abstract: 
Traditionally, technical training is done in laboratories that are equipped with technology devices, machines, consuming materials, and safety equipment. With the advancement of technologies and emerging external needs, the equipment may become obsolete and not keep up with the latest mainstream technology. Additionally, machines and equipment need maintenance and they occupy much space and time. More critically, lab safety is an issue that often poses great risks for beginners and instructors in labs. In order to reduce the potential risks in the learning process, and deal with the possible waste of space and supplies, Virtual Reality (VR) training for college lab sessions as a viable solution should be considered.
•	Scope of VR: Virtual Reality (VR) is considered to be a unique type of restricted display, which immerse the user completely in a three dimensional (3D) environment. 
•	Philosophy of VR: The use of VR creates a realistic understanding of the operational environment and procedures through the interaction of the user and the surrounding virtual environment including pseudo signals and controls. In this method, the users would be exposed to real-time signals and peripheral situations. A pilot study of “Driving under Influence of Alcohol” was done using VR technology as a master’s thesis, and the users are exposed to simulated steering, car signaling, accelerating and braking systems, which is equivalent to the driving experience in real situations. 67% higher scores with 95% confidence interval were reported for overall training satisfaction for the virtual reality training participants in the study.
•	The merit of using VR in training: VR gives a new direction of technological training in education, and achieves the ultimate goal of preparing our workforce with sufficient exposure of hands-on training on cutting edge technologies and skills with a minimum investment in the hardware and supplies, and enhances the trial and error learning experience to overcome the obstacles of the fear of making mistakes in learning and operating new devices.
To promote safety and economic efficiency, the extensive application of virtual reality in technology laboratories should be adopted. VR enhances the experience of hands-on learning, problem-solving, and gives a promising pathway to highly engaging and low-risk, low-cost technology training solutions in a great variety of training processes that involve the interaction with the equipment and surrounding environment.  Implementing VR training will explore the possibility of combining traditional lab training and virtual reality training, and find a safe and economic venue to build successful technology training programs in college curricula. 

AU  - Xiaoxia Li
AU  - Farzin Heidari
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Introduce Virtual Reality to College Technical Training Programs—Intensified VR Training for Safety and Economic Efficiency
UR  - https://peer.asee.org/34871
DO  - 10.18260/1-2--34871
ER  -