Teaching Manufacturing Assembly Processes Using Immersive Mixed Reality

Israa Azzam; Farid Breidi; Faisal Aqlan

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Virtual and Augmented Reality Application in Manufacturing Education
Tagged Division: Manufacturing Division (MFG)
Page Count: 23
DOI: 10.18260/1-2--48063
Permanent URL: https://peer.asee.org/48063
Download Count: 202

Paper Authors

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Israa Azzam Purdue University

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Israa is a Ph.D. student at Purdue University, specializing in digital technologies and control systems. She received her B.S. degree in Mechanical Engineering from Beirut Arab University (BAU) in 2019 and her M.E. degree in Mechanical Engineering from the American University of Beirut (AUB) in 2021, specializing in Robust Control.

Israa is a Research Assistant on the National Science Foundation-funded Project "Research Initiation: Developing Spatial Visualization and Understanding of Complex Systems via Interactive Mixed Reality Modules”. Israa leads research endeavors focusing on improving cognitive skills through extended reality (XR). Additionally, Israa’s contributions extend to integrating control system analysis and design into XR, where she has developed and implemented multiple interactive Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) modules and platforms. These modules have been effectively utilized in mechanical design, training, remote operation, and engineering education. Israa has received recognition for her contributions, including the best poster and presentation awards for her work, the 2024 Bravo Award for Employee Recognition, and induction into the Honor Society of Phi Kappa Phi, placing her among the top 10% of Purdue Graduate students. Her academic journey reflects a commitment to advancing knowledge and contributing to technological innovation in XR control systems.

Her professional aspirations include applying for an Assistant Professor position upon completing her Ph.D. This career trajectory aligns with her desire to leverage her accumulated experience and knowledge to mentor and guide emerging talents. A central component of her vision is inspiring and supporting aspiring scholars in pursuing academic and professional excellence, facilitating impactful change within our field.

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Farid Breidi Purdue University at West Lafayette (PPI) orcid.org/0000-0003-4959-3292

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Dr. Farid Breidi joined the School of Engineering Technology at Purdue University as an Assistant Professor in Aug 2020. Farid received his B.E. in Mechanical Engineering degree from the American University of Beirut in 2010, his M.S. in Mechanical Engine

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Faisal Aqlan University of Louisville orcid.org/0000-0002-0695-5364

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Dr. Faisal Aqlan is an Associate Professor of Industrial Engineering at The University of Louisville. He received his Ph.D. in Industrial and Systems Engineering form The State University of New York at Binghamton.

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Abstract

Successful assembly processes positively impact the U.S. manufacturing sector’s economy by optimizing the manufacturing system, lowering the production cost, and increasing the profitability for manufacturers, all of which enhance supply chain resilience and reinforce sustainability. Given the significance of the assembly process in manufacturing and its considerable impact on the U.S. economy, developing new instruction methods for teaching assembly practices in manufacturing is crucial. Educators and researchers have been developing new methods for teaching assembly processes to help develop a skilled workforce and prepare students to contribute to the future growth of the manufacturing sector. Many of the exciting methods currently employed in manufacturing education are pivoted on applied teaching, like project-based and competition-based learning and other applied hands-on teaching methods. Such methods have been proven effective; however, they exhibit limitations and challenges related to the cost of the equipment, lab space, regular maintenance, and other constraints related to securing a safe and friendly environment for students. In this context, we present the utilization of Mixed Reality (MR) technology as an immersive and engaging tool for teaching manufacturing assembly processes. MR is the forthcoming evolution of the human-machine interface in the real-virtual environment utilizing computers and wearables. The technology can be a practical pedagogic tool for teaching students' assembly practices in manufacturing education. For this reason, an interactive MR module on hydraulic gripper design and assembly has been developed as a proof-of-concept and incorporated into the MET:230 Fluid Power class at Purdue University, where a research study has been conducted to explore MR's effectiveness in teaching assembly processes. The module is developed and deployed in an MR setting using the Microsoft-driven platform Mixed Reality Tool Kit (MRTK) for Unity via HoloLens 2. It offers a wide range of capabilities and functionalities, such as introducing students to the grippers’ basic components and subsystems, allowing them to visualize the internal structure of two different gripper designs, conduct assembly/disassembly procedures, and learn about the grippers’ operation and mechanisms. The study findings reveal the effectiveness of the MR module in exposing students to assembly procedures in engaging lab activities. Before experiencing the lab, 55% of the students were unconfident about individual assembly, but 93% gained confidence after the lab. Additionally, 95% reported immersion and excitement during MR assembly. Such results show that the developed interactive MR module will serve as a perpetual mutable platform that can be readily adjusted to allow future add-ons to address future educational opportunities.

Citation
Format

Azzam, I., & Breidi, F., & Aqlan, F. (2024, June), Teaching Manufacturing Assembly Processes Using Immersive Mixed Reality Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48063

TY - CPAPER
AB - Successful assembly processes positively impact the U.S. manufacturing sector’s economy by optimizing the manufacturing system, lowering the production cost, and increasing the profitability for manufacturers, all of which enhance supply chain resilience and reinforce sustainability. Given the significance of the assembly process in manufacturing and its considerable impact on the U.S. economy, developing new instruction methods for teaching assembly practices in manufacturing is crucial. Educators and researchers have been developing new methods for teaching assembly processes to help develop a skilled workforce and prepare students to contribute to the future growth of the manufacturing sector. Many of the exciting methods currently employed in manufacturing education are pivoted on applied teaching, like project-based and competition-based learning and other applied hands-on teaching methods. Such methods have been proven effective; however, they exhibit limitations and challenges related to the cost of the equipment, lab space, regular maintenance, and other constraints related to securing a safe and friendly environment for students. In this context, we present the utilization of Mixed Reality (MR) technology as an immersive and engaging tool for teaching manufacturing assembly processes. MR is the forthcoming evolution of the human-machine interface in the real-virtual environment utilizing computers and wearables. The technology can be a practical pedagogic tool for teaching students&#39; assembly practices in manufacturing education. For this reason, an interactive MR module on hydraulic gripper design and assembly has been developed as a proof-of-concept and incorporated into the MET:230 Fluid Power class at Purdue University, where a research study has been conducted to explore MR&#39;s effectiveness in teaching assembly processes. The module is developed and deployed in an MR setting using the Microsoft-driven platform Mixed Reality Tool Kit (MRTK) for Unity via HoloLens 2. It offers a wide range of capabilities and functionalities, such as introducing students to the grippers’ basic components and subsystems, allowing them to visualize the internal structure of two different gripper designs, conduct assembly/disassembly procedures, and learn about the grippers’ operation and mechanisms. The study findings reveal the effectiveness of the MR module in exposing students to assembly procedures in engaging lab activities. Before experiencing the lab, 55% of the students were unconfident about individual assembly, but 93% gained confidence after the lab. Additionally, 95% reported immersion and excitement during MR assembly. Such results show that the developed interactive MR module will serve as a perpetual mutable platform that can be readily adjusted to allow future add-ons to address future educational opportunities.
AU - Israa Azzam
AU - Farid Breidi
AU - Faisal Aqlan
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Teaching Manufacturing Assembly Processes Using Immersive Mixed Reality
UR - https://peer.asee.org/48063
DO - 10.18260/1-2--48063
ER -