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The Role of Immersive Virtual Reality in Developing Design and Process Intuition for Additive Manufacturing
The Role of Immersive Virtual Reality in Developing Design and Process Intuition for Additive Manufacturing
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152108
- ISBN
- 9798384231578
- DDC
- 153
- 저자명
- Mathur, Jayant.
- 서명/저자
- The Role of Immersive Virtual Reality in Developing Design and Process Intuition for Additive Manufacturing
- 발행사항
- [Sl] : The Pennsylvania State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 171 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
- 주기사항
- Advisor: Meisel, Nicholas A.
- 학위논문주기
- Thesis (Ph.D.)--The Pennsylvania State University, 2024.
- 초록/해제
- 요약Additive manufacturing (AM) is poised to empower industries with sustainable, low-cost, and rapid solutions to market. However, the wide adoption of AM technologies is inhibited by the deficit of skilled engineers who can design for AM (DfAM) and innovate with AM. As such, there is a need to develop resources that can help students and professionals develop the necessary intuition for DIAM and AM processes. For this purpose, this research investigates the role of immersive virtual reality (VR) in developing design and process intuition for AM. The initiative divides efforts into three topics: 1. AM process training, 2. DIAM education, and (3) problem-solving with AM.First, this research investigates the role of immersive VR in instructing students about two AM processes: PBF and material extrusion (ME). The research compares the effectiveness of immersive VR, computer-aided instruction (CAI), and real-world (REAL) experiences. Evidence from this research indicates how VR serves as an alternative to in-person training to improve acquiring AM process competency. Findings showed that the differences in immersion and presence between CAL, VR, and in-person instruction do not have a statistically significant effect when learning about ME, but do have a significant effect when learning about PBF. Specifically, VR generally yields equivalent effects in knowledge gain and cognitive load to in-person PBF education while offering advantages in both metrics over CAI learning.Second, this research investigates the role of immersive VR in developing DEAM intuition. Again, the research compares the effectiveness of immersive VR, computer-aided education (CAE), and REAL experiences. The evidence collected has interesting implications for how organizations train designers in DfAM and the role of immersive modalities in design. processes. Findings indicated that the outcomes from DIAM evaluations in immersive and non-immersive modalities are similar without statistically observable differences in the cognitive load experienced during the evaluations. Active engagement with the designs, however, was observed to be significantly different between immersive and non-immersive modalities. By contrast, paccive engagement remained similar across the modalition.Third, this research investigates the role of immersive VR in problem-solving with AM. The research compares the effectiveness of immersive VR and computer-aided (CAx) experiences in solving a design challenge with AM. Insight derived from the evidence informs on how future designers must be trained in DIAM problem-solving to meet the AM demands in the workforce. Specifically, insight into the potential of immersive environments to influence change in the manufacturability outcomes of 3D printed parts. Results showed that participants in VR yielded significantly different outcomes to problem-solving with AM when working with fundamentally complex designs. In other words, the VR condition when compared to the CAx condition yielded a significantly higher increase in DfAM score, and a decrease in print completion time and support material usage.These investigations provide new knowledge on how immersion in VR affects learning about AM processes, DIAM education, and problem-solving with AM. Upon connecting the different investigations, findings demonstrate a relationship between process-centric considerations and the influence of immersion. Additionally, higher active engagement with the designs also does not seem to correlate with better outcomes in DfAM and 3D printing. processes. Furthermore, the interdependence between DfAM and AM process factors plays a kev role in how designers benefit from immersive experiences. Summarizing this knowledge yields a new framework for designing immersive VR experiences for AM and DIAM contexts. This framework connects the findings from the three topics and offers new insights into the role of immersive VR in developing design and process intuition for AM. In conclusion, this research presents transformative insight into the future of AM workforce development, expanding upon existing AM literature, and opening new opportunities for research and practice in AM and DEAM education.
- 일반주제명
- Problem solving
- 일반주제명
- 3-D printers
- 일반주제명
- Design
- 일반주제명
- Cognitive load
- 일반주제명
- Virtual reality
- 일반주제명
- Cognitive psychology
- 일반주제명
- Industrial engineering
- 일반주제명
- Information technology
- 기본자료저록
- Dissertations Abstracts International. 86-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a153
■1001 ▼aMathur, Jayant.
■24510▼aThe Role of Immersive Virtual Reality in Developing Design and Process Intuition for Additive Manufacturing
■260 ▼a[Sl]▼bThe Pennsylvania State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a171 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: B.
■500 ▼aAdvisor: Meisel, Nicholas A.
■5021 ▼aThesis (Ph.D.)--The Pennsylvania State University, 2024.
■520 ▼aAdditive manufacturing (AM) is poised to empower industries with sustainable, low-cost, and rapid solutions to market. However, the wide adoption of AM technologies is inhibited by the deficit of skilled engineers who can design for AM (DfAM) and innovate with AM. As such, there is a need to develop resources that can help students and professionals develop the necessary intuition for DIAM and AM processes. For this purpose, this research investigates the role of immersive virtual reality (VR) in developing design and process intuition for AM. The initiative divides efforts into three topics: 1. AM process training, 2. DIAM education, and (3) problem-solving with AM.First, this research investigates the role of immersive VR in instructing students about two AM processes: PBF and material extrusion (ME). The research compares the effectiveness of immersive VR, computer-aided instruction (CAI), and real-world (REAL) experiences. Evidence from this research indicates how VR serves as an alternative to in-person training to improve acquiring AM process competency. Findings showed that the differences in immersion and presence between CAL, VR, and in-person instruction do not have a statistically significant effect when learning about ME, but do have a significant effect when learning about PBF. Specifically, VR generally yields equivalent effects in knowledge gain and cognitive load to in-person PBF education while offering advantages in both metrics over CAI learning.Second, this research investigates the role of immersive VR in developing DEAM intuition. Again, the research compares the effectiveness of immersive VR, computer-aided education (CAE), and REAL experiences. The evidence collected has interesting implications for how organizations train designers in DfAM and the role of immersive modalities in design. processes. Findings indicated that the outcomes from DIAM evaluations in immersive and non-immersive modalities are similar without statistically observable differences in the cognitive load experienced during the evaluations. Active engagement with the designs, however, was observed to be significantly different between immersive and non-immersive modalities. By contrast, paccive engagement remained similar across the modalition.Third, this research investigates the role of immersive VR in problem-solving with AM. The research compares the effectiveness of immersive VR and computer-aided (CAx) experiences in solving a design challenge with AM. Insight derived from the evidence informs on how future designers must be trained in DIAM problem-solving to meet the AM demands in the workforce. Specifically, insight into the potential of immersive environments to influence change in the manufacturability outcomes of 3D printed parts. Results showed that participants in VR yielded significantly different outcomes to problem-solving with AM when working with fundamentally complex designs. In other words, the VR condition when compared to the CAx condition yielded a significantly higher increase in DfAM score, and a decrease in print completion time and support material usage.These investigations provide new knowledge on how immersion in VR affects learning about AM processes, DIAM education, and problem-solving with AM. Upon connecting the different investigations, findings demonstrate a relationship between process-centric considerations and the influence of immersion. Additionally, higher active engagement with the designs also does not seem to correlate with better outcomes in DfAM and 3D printing. processes. Furthermore, the interdependence between DfAM and AM process factors plays a kev role in how designers benefit from immersive experiences. Summarizing this knowledge yields a new framework for designing immersive VR experiences for AM and DIAM contexts. This framework connects the findings from the three topics and offers new insights into the role of immersive VR in developing design and process intuition for AM. In conclusion, this research presents transformative insight into the future of AM workforce development, expanding upon existing AM literature, and opening new opportunities for research and practice in AM and DEAM education.
■590 ▼aSchool code: 0176.
■650 4▼aProblem solving
■650 4▼a3-D printers
■650 4▼aDesign
■650 4▼aCognitive load
■650 4▼aVirtual reality
■650 4▼aCognitive psychology
■650 4▼aIndustrial engineering
■650 4▼aInformation technology
■690 ▼a0389
■690 ▼a0633
■690 ▼a0546
■690 ▼a0489
■690 ▼a0338
■71020▼aThe Pennsylvania State University.
■7730 ▼tDissertations Abstracts International▼g86-03B.
■790 ▼a0176
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162887▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
