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Using Virtual Reality to Address Competency Gaps

Larry Whitman, Ph.D., P.E., Vis Madhavan, Ph.D., Don Malzahn, Ph.D., Janet Twomey, Ph.D., Krishna Krishnan, Ph.D.

Wichita State University

Abstract

This paper presents how the use of a virtual reality model of a real world manufacturing line can be used to integrate a manufacturing engineering curriculum and address the competency gaps defined by the Society of Manufacturing Engineers. A Quest discrete-event simulation model was developed of an actual Boeing manufacturing line. A virtual reality markup language (VRML) 2.0 file was generated from the Quest model. Students use the virtual reality model for case studies in various classes in the curriculum.

Introduction

The Industrial and Manufacturing Engineering Department at Wichita State University is developing an integrated set of virtual reality models of a manufacturing line at Boeing Wichita. Researchers at WSU and Boeing will use these high fidelity models to identify and design improvements to the line. They will also be used in a mega-case from which various line studies are derived to vertically integrate the concepts across a manufacturing engineering curriculum, provide situated learning to our students and address many of the competency gaps identified by the Society of Manufacturing Engineers. The targeted competency gaps addressed include: project management, business skills, supply chain management, manufacturing process control, manufacturing systems, quality, problem solving, and product/process design. The best method for students to gain real world experience is to interact with industry. The virtual reality models are intended to supplement this by providing a realistic environment for initial learning and application. By utilizing a virtual model of the line, students are able to view the process and interrogate the process details, make changes and observe the effects, and gain a better understanding of the concepts and their interrelationships. The approach is based on each student experiencing multiple views of the real-world manufacturing line in a sequence of models that will mimic experience that could be gained by rotations through a series of jobs on the line. This paper describes competency gaps, project-based learning, case studies, and virtual reality. The paper then presents an approach to using virtual reality and to addressing the competency gaps.

Background

Competency Gaps

The success of a manufacturing curriculum depends on its effectiveness in ensuring that the graduates, in addition to understanding the principles and theory in manufacturing processes and

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Krishnan, K., & Twomey, J., & Madhavan, V., & Malzahn, D., & Whitman, L. (2002, June), Using Virtual Reality To Address Competency Gaps Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10989