Effects of Immersion on Knowledge Gain and Cognitive Load in Additive Manufacturing Process Education
Effects of Immersion on Knowledge Gain and Cognitive Load in Additive Manufacturing Process Education
复制标题
沉浸式对增材制造工艺教育中知识获取和认知负荷的影响
DOI：
10.1089/3dp.2022.0180
复制
发表时间：
2023
影响因子：
3.1
通讯作者：
Meisel, Nicholas A.
中科院分区：
文献类型：
--
作者：
Mathur, Jayant;Miller, Scarlett R.;Simpson, Timothy W.;Meisel, Nicholas A.
虽然添加剂制造(AM)市场继续增长，但由于劳动力中缺乏能够有效应用AM来满足这一需求的熟练设计师，各行业在采用AM方面面临障碍。这一短缺归因于将粉末床融合(PBF)等高门槛AM过程引入面对面学习环境的高成本和基础设施要求。为了满足对熟练AM劳动力的需求，重要的是探索其他AM教育媒体，如计算机辅助教学(CAI)和虚拟现实(VR)，这些媒体可以增加难以接触到的AM过程的实践学习体验。然而，有限的工作比较了虚拟AM教学和物理AM教学，或探索了不同媒介在沉浸和在场方面的差异如何影响在学习不同AM过程时所获得的知识和所付出的精神努力。为了解决文献中的这一差距，本研究评估了在学习材料挤压(ME)和PBF时，计算机辅助教学、虚拟现实和面对面指导在AM工艺教育中的使用情况。我们的研究结果表明，在学习自我教育时，计算机辅助教学、虚拟现实教学和面授教学在沉浸感和身临其境方面的差异没有统计学意义，但在学习PBF时却有显著的影响。具体地说，我们发现，虚拟现实在知识获取和认知负荷方面与面对面PBF教育具有同等的效果，同时在这两个指标上都优于计算机辅助教学。因此，这项工作的发现对于使用VR作为面对面培训的替代方案，以改善以流程为中心的AM教育中的设计师开发具有重要意义，这些培训通常是高门槛的AM流程。
Although the additive manufacturing (AM) market continues to grow, industries face barriers to AM adoption due to a shortage of skilled designers in the workforce that can apply AM effectively to meet this demand. This shortage is attributed to the high cost and infrastructural requirements of introducing high- barrier-to-entry AM processes such as powder bed fusion (PBF) into in-person learning environments. To meet the demands for a skilled AM workforce, it is important to explore other mediums of AM education, such as computer-aided instruction (CAI) and virtual reality (VR), which can increase access to hands-on learning experiences for inaccessible AM processes. However, limited work compares virtual and physical AM instruction or explores how the differences in immersion and presence between mediums can affect the knowledge gained and the mental effort exerted when learning about different AM processes. To address this gap in the literature, this research evaluates the use of CAI, VR, and in-person instruction in AM process education when learning about material extrusion (ME) and PBF. Our findings show that the differences in immersion and presence between CAI, 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, we found that 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. The findings from this work thus have significant implications for using VR as an alternative to in-person training to improve designer development in process-centric AM education of typically high-barrier-to-entry AM processes.