OPMITISING LEARNING IN INDUSTRIAL ENGINEERING; IMPROVING SKILLS THROUGH XR ENHANCED LEARNING SCENARIOS
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Gonzalez Almaguer, Carlos Alberto; Berglund, Anders; Saavedra Gastelum, Verónica; Zubieta Ramírez, Claudia; Mendoza Madrigal, Alondra
Series: E&PDE
Institution: Tecnologico de Monterrey; Mälardalen University
Page(s): 354 - 359
DOI number: 10.35199/EPDE.2024.60
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
Extended reality has better learning in less time and optimizing 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 is based on the development of disciplinary and transversal competencies, and for this, 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 had exponential growth, which has kept its pace of creating new platforms for lessons based on XR technology. Although present research has presented several examples that showcase virtual environments and have purposely been designed for students to learn from, the platform independence is growing where users can experience different learning formats with minimal disturbance as technology is striving to reach further seamless solutions. This research presents the results from specific learning scenarios through so-called DBT (design-build-test) exercises for different groups of industrial engineering students. The students were introduced to the MxREP simulator and the TecXR platform. These are augmented guideline design tracking, intuitive support, and virtual reality design scenarios that allow students to repeat the physical DBT exercise in a timely manner to provide more depth and understanding of step-wise design parameters. The specific course exercise was designed to emphasize life cycle educational activities that originate from the lecture design objectives, instructions and activities, and definition of educational objectives. Also, the design of simulator parameters and the interface with virtual and augmented reality lessons to achieve three essential objectives development of skills, learning, and engagement. The findings showed that students show great appreciation towards utilizing 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 the augmented support increased co-design engagement among student cohorts that participated.
Keywords: XR Reality, Gamification, Simulators, Educational Innovation, Higher Education