June 15, 2014
June 15, 2014
June 18, 2014
24.1060.1 - 24.1060.11
Artifact-Centered Augmented Reality for Design and Manufacturing EducationCuriosity, critical thinking, and creativity are attributes of successful machine designers. Theseskills can be nurtured in engineering students through exploration of a diverse library ofartifacts that are manufactured in engineering shops. This paper examines how principles ofindustrial archeology (cataloging of man-made artifacts to understand their design intent and use)and museology (display of artifacts to engender audience interest and inquiry) can supplementhands-on learning activities such as mechanical dissection. By linking digital information withengineering artifacts via a sticker with a QR code, users have just-in-time access (via their cellphones) to design specifications, design features, and design realization details. Theauthors believe that wiki-based augmented reality associated with engineering artifacts is apowerful tool for generating engineering student engagement with key concepts in machinedesign and manufacturing. To this end, we have begun to explore how student-made prototypesand student-authored wikipages in our capstone design course and in manufacturing-relatedtechnical electives can be deployed as teaching tools across the curriculum.A capstone project in which students created a working model of a Skeleton Clock originallydesigned by W.R. Smith and a mini-project in which students built custom-designed yo-yos areused illustrate local implementation of artifact-centered augmented reality. Guidelines are givenfor layering artifact design data, physical principles embodied in the artifact, and artifactmanufacturing information. Attention is given to different learning styles in the textual, visual,and kinesthetic elements contained in the wikipages. Attention is also given to needs of differentaudiences, including high school students along with their parents and upper-level engineeringstudents in our program.The educative impact of these two case studies was assessed using an interview protocolprepared by a senior machine design faculty member. This was used to debrief users on theirdesign/manufacturing knowledge about the artifact as well as their experience interacting withthe artifact. An experimental group was given the artifact with a QR code affixed. A controlgroup was given the artifact without a QR code. Students were given up to ten minutes toexplore the artifact (and on-line wiki resource in the case of the experimental group), priorto oral debriefing. Students who explored artifacts augmented with QR codes spent more timeexamining the artifact and shared answers that reflected higher levels of understanding inBloom's Taxonomy. Efforts are now underway to create an expanded set of student-designedartifacts along with student-authored wikipages. The process of creating and updating thisartifact library for use across the curriculum is expected to foster a community of young machinedesigners who are curious, informed, and creative, but who also maintain a design formanufacturing mindset.
Beyerlein, S. W., & Odom, E. M., & McCormack, J. P., & Cordon, D. (2014, June), Role of Artifacts in Creating a Self-Renewing Design and Manufacturing Community of Practice Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/22993
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015