594 research outputs found

    Virtual bloXing - assembly rapid prototyping for near net shapes

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    Virtual reality (VR) provides another dimension to many engineering applications. Its immersive and interactive nature allows an intuitive approach to study both cognitive activities and performance evaluation. Market competitiveness means having products meet form, fit and function quickly. Rapid Prototyping and Manufacturing (RP&M) technologies are increasingly being applied to produce functional prototypes and the direct manufacturing of small components. Despite its flexibility, these systems have common drawbacks such as slow build rates, a limited number of build axes (typically one) and the need for post processing. This paper presents a Virtual Assembly Rapid Prototyping (VARP) project which involves evaluating cognitive activities in assembly tasks based on the adoption of immersive virtual reality along with a novel nonlayered rapid prototyping for near net shape (NNS) manufacturing of components. It is envisaged that this integrated project will facilitate a better understanding of design for manufacture and assembly by utilising equivalent scale digital and physical prototyping in one rapid prototyping system. The state of the art of the VARP project is also presented in this paper

    Virtual assembly rapid prototyping of near net shapes

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    Virtual reality (VR) provides another dimension to many engineering applications. Its immersive and interactive nature allows an intuitive approach to study both cognitive activities and performance evaluation. Market competitiveness means having products meet form, fit and function quickly. Rapid Prototyping and Manufacturing (RP&M) technologies are increasingly being applied to produce functional prototypes and the direct manufacturing of small components. Despite its flexibility, these systems have common drawbacks such as slow build rates, a limited number of build axes (typically one) and the need for post processing. This paper presents a Virtual Assembly Rapid Prototyping (VARP) project which involves evaluating cognitive activities in assembly tasks based on the adoption of immersive virtual reality along with a novel non-layered rapid prototyping for near net shape (NNS) manufacturing of components. It is envisaged that this integrated project will facilitate a better understanding of design for manufacture and assembly by utilising equivalent scale digital and physical prototyping in one rapid prototyping system. The state of the art of the VARP project is also presented in this paper

    Immersive Virtual Reality Error Management Training for CNC Machining Setup Procedures

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    In order to address the expanding manufacturing talent gap for skilled machinists and limitations with existing machining training programs, this study introduces an immersive Virtual Reality (VR) computer numerical control (CNC) machining training environment CNC machine setup processes with a novel error management-based training curriculum. Current machinist training programs typically require active mentorship from skilled individuals over several years and consume a large amount of materials and tools. In addition, mistakes and errors made during the setup process can create safety risks, waste material, and break equipment, which have not been considered by the existing VR CNC milling training environments. In order to address these operational challenges, a novel error-management based training in VR is proposed, which allows trainees to learn machine setup procedures, common errors and mistakes, and provides an opportunity to practice identifying errors. The training first introduces students to the setup procedure, followed by demonstrations of error cases and identification and management strategies culminating in practice opportunities. Through the VR system, trainees witness a spatial demonstration of the procedure, guided by auditory and text instructions with a realistic error identification practice session. In order to evaluate the impact of the novel error management curriculum and the virtual reality training environment, this study compared the efficacy of three training conditions; video based training, video training with an error management module, and VR training with integrated error management training. The results of the study indicate error management training increases the mistake identification and correction and task completion time. Participant feedback indicates that immersive training increases engagement and reduces distractions during the training phase. Furthermore, participants feel more confident by asking fewer questions in order to operate the CNC milling machine. These findings suggest further developments in error management training for CNC machining training in an immersive VR environment may improve training outcomes and workforce readiness

    Assessment of STEM e-Learning in an Immersive Virtual Reality (VR) Environment

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    This paper shows the early research findings of utilizing a virtual reality environment as an educational tool for the operation of a computerized numerical control (CNC) milling machine. Based off of a previous work, the Advanced Virtual Machining Lab (AVML), this project features a virtual environment in which a virtual CNC machine is fully operable, designed to allow STEM students and training professionals to learn the use of the CNC machine without the need to be in a physical lab. Users operate in the virtual environment using an immersive virtual reality headset (i.e. Oculus Rift) and standard input devices (i.e. mouse and keyboard), both of which combined make for easy movement and realistic visuals. On-screen tutorials allow users to learn about what they need to do to operate the machine without the need for outside instruction. While designing and perfecting this environment has been the primary focus of this project thus far, the research goal is to test the ease of use and the pedagogical effectiveness of the immersive technology as it relates to education in STEM fields. Initial usability studies for this environment featured students from the graduate level CAD/CAM-Theory and Advanced Applications (ME 54600) course at IUPUI. Results from the study were tabulated with a survey using a four-point Likert scale and several open-ended questions. Findings from the survey indicate that the majority of users found the environment realistic and easy to navigate, in addition to finding the immersive technology to be beneficial. Many also indicated that they felt comfortable navigating the environment without the need for additional assistance from the survey proctors. Full details on the first usability study, including data and discussion, can be found in this paper. The general consensus from the study was that, while some features needed refinement, the immersive environment helped them learn about the operation of a CNC machine. Additional usability studies will need to be undergone to refine said features before beginning the final study, in which students learning from the immersive virtual environment will be tested against students learning from traditional methods. Details on this last study will be discussed in the final paper, which will also discuss the methods used for preparing the environment, full results and detailed discussion on each of the usability studies, and conclusions on the usability and educational effectiveness of the immersive virtual reality technology in STEM education

    IUPUC Spatial Innovation Lab

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    During the summer of 2016 the IUPUC ME Division envi-sioned the concept of an “Imagineering Lab” based largely on academic makerspace concepts. Important sub-sections of the Imagineering Lab are its “Actualization Lab” (mecha-tronics, actuators, sensors, DAQ devices etc.) and a “Spatial Innovation Lab” (SIL) based on developing “dream stations” (computer work stations) equipped with exciting new tech-nology in intuitive 2D and 3D image creation and Virtual Reality (VR) technology. The objective of the SIL is to cre-ate a work flow converting intuitively created imagery to an-imation, engineering simulation and analysis and computer driven manufacturing interfaces. This paper discusses the challenges and methods being used to create a sustainable Spatial Innovation Lab

    IC.IDO as a tool for displaying machining processes. The logic interface between Computer-Aided-Manufacturing and Virtual Reality

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    Abstract This scientific communication investigates the logic interface of a CAM solver, i.e., MasterCAM, into a Virtual Reality (VR) environment. This integration helps in displaying machining operations in virtual reality. Currently, to partially visualize the results of a simulation in an immersive environment, an import/export procedure must be done manually. Here, a software plugin integrated into IC.IDO (by ESI Group) has been realized and fully described. This application allows the complete integration of CAM solver into the VR environment. In particular, the VERICUT solver has been integrated into VR. This kind of integration has never been done yet

    Distributed VR for collaborative design and manufacturing

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    Virtual Manufacturing (VM) applies Virtual Reality (VR) technology to provide a digital manufacturing solution in both 3D visual and interactive ways. It makes VR no longer a state-of-the art but rather an innovation technology to support modern industry. With the rapid growth of network technology and Web 3D graphics techniques, we propose a cost-effective distributed VM system for Small and Medium-sized Enterprises (SMEs) with limited equipment, funds and technical capabilities. The system enables SMEs to perform collaborative tasks including product design, manufacturing and resources sharing through the World Wide Web (WWW) in lower cost. This paper describes the design and critical integration issues of the system and the use of the Web 3D technology - X3D. It also evaluates the distributed VM system by comparing it to the conventional standalone CAD/CAM system

    IC.IDO as a tool for displaying machining processes. The logic interface between computer-aided-manufacturing and virtual reality

    Get PDF
    This scientific communication investigates the logic interface of a CAM solver, i.e., MasterCAM, into a Virtual Reality (VR) environment. This integration helps in displaying machining operations in virtual reality. Currently, to partially visualize the results of a simulation in an immersive environment, an import/export procedure must be done manually. Here, a software plugin integrated into IC.IDO (by ESI Group) has been realized and fully described. This application allows the complete integration of CAM solver into the VR environment. In particular, the VERICUT solver has been integrated into VR. This kind of integration has never been done yet

    Training for Open-Ended Drilling through a Virtual Reality Simulation

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    Virtual Reality (VR) can support effective and scalable training of psychomotor skills in manufacturing. However, many industry training modules offer experiences that are close-ended and do not allow for human error. We aim to address this gap in VR training tools for psychomotor skills training by exploring an open-ended approach to the system design. We designed a VR training simulation prototype to perform open-ended practice of drilling using a 3-axis milling machine. The simulation employs near "end-to-end" instruction through a safety module, a setup and drilling tutorial, open-ended practice complete with warnings of mistakes and failures, and a function to assess the geometries and locations of drilled holes against an engineering drawing. We developed and conducted a user study within an undergraduate-level introductory fabrication course to investigate the impact of open-ended VR practice on learning outcomes. Study results reveal positive trends, with the VR group successfully completing the machining task of drilling at a higher rate (75% vs 64%), with fewer mistakes (1.75 vs 2.14 score), and in less time (17.67 mins vs 21.57 mins) compared to the control group. We discuss our findings and limitations and implications for the design of open-ended VR training systems for learning psychomotor skills.Comment: 10 pages, 4 figures, 9 table
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