Engineering education

In this work, we propose a Mixed Reality (MR) application to support laboratory lectures in STEM distance education. It was designed following a methodology extendable to diverse STEM laboratory lectures. We formulated this methodology considering the main issues found in the literature that limit MR's use in education. Thus, the main design features of the resulting MR application are students' and teachers' involvement, use of not distracting graphics, integration of traditional didactic material, and easy scalability to new learning activities. In this work, we present how we applied the design methodology and used the framework for the case study of an engineering course to support students in understanding drawings of complex machines without being physically in the laboratory. We finally evaluated the usability and cognitive load of the implemented MR application through two user studies, involving, respectively, 48 and 36 students. The results reveal that the usability of our application is “excellent” (mean SUS score 84.7), and it is not influenced by familiarity with Mixed Reality and distance education tools. Furthermore, the cognitive load is medium (mean NASA TLX score below 29) for all four learning tasks that students can accomplish through the MR application.

Keywords: augmented and virtual reality , distance education and online learning , improving classroom teaching , mixed reality , mobile learning

Mixed Reality (MR) could help students in the understanding of complex concepts as well as increase their motivation in the learning process. In this work, our aim is to propose a MR application for the support of engineering students in the understanding of assembly drawings of complex machines. We presented the application of our design methodology for this case study. Then, based on the results of a user study with a sample of students, we tried to improve the usability and the user experience of the MR application, proposing an updated version. The usability of the revised application was in the range “good-excellent” (mean SUS score 77.0). We also presented the lessons learned in this case study, that can be a starting point for a renewal of consolidated didactic processes aiming at future application of MR in other STEM courses.

Keywords: Augmented and virtual reality , Distance education and online learning , Improving classroom teaching , Mixed Reality , Mobile learning

The issue of training operators in the use of machinery is topical in the industrial field and in many other contexts, such as university laboratories. Training is about learning how to use machinery properly and safely. Beyond the possibility of studying manuals to learn how to use a machine, operators typically learn through on-The-job training. Indeed, learning by doing is in general more effective, tasks done practically are remembered more easily, and the training is more motivating and less tiresome. On the other hand, this training method has several negative factors. In particular, safety may be a major issue in some training situations. An approach that may contribute overcoming negative factors is using Virtual Reality and digital simulation techniques for operators training. The research work presented in this paper concerns the development of a multisensory virtual reality application for training operators to properly use machinery and personal protective equipment (PPE). The context selected for the study is a university laboratory hosting manufacturing machinery. The application allows user to navigate the laboratory, to approach a machine and learn about how to operate it, and also to use proper PPE while operating a machine. Specifically, the paper describes the design and implementation of the application and presents the results of preliminary testing sessions.

Sustainability-related information affects people's choices and evaluation. The literature has made significant efforts to understand the best ways of delivering this kind of information to shape consumer behavior. However, while most studies have focused on packaged products and direct information provided through eco-labels, preferences could be formed differently in other design domains. The paper investigates the effect of the perceived amount of indirect information on the evaluation of an architectural artefact. A sample of 172 participants visited a locally produced mobile tiny house, made with a considerable amount of sustainable materials. The same participants answered a questionnaire about their perceived knowledge, quality, appropriateness and sustainability of the tiny house. The general level of knowledge of the tiny house was used as a proxy of the amount of indirect information received. Although the knowledge of the tiny house was generally low, ratings regarding the other dimensions were overall extremely positive. In particular, no evident relation was found between knowledge of the tiny house and sustainability, while the latter is significantly linked to quality aspects. These outcomes deviate from the evidence from other studies; this might be due to indirect vs. direct information and the peculiarity of the study carried out in the field of buildings. The gathered demographic and background data of the participants make it possible to highlight the role played by gender and age in affecting the evaluations, but the absence of a significant impact of experience in the field, education and origin. The results are compared with findings related to the evaluation of sustainable products and green buildings in particular.

Keywords: awareness , background , buildings , consumer behavior , eco-design , indirect information , sustainability

Additive Manufacturing (AM) has become an established discipline in both research and education. However, to achieve its full potential AM requires a step-change in design thinking, which makes Design for AM (DfAM) education and training crucial. This paper reports results from the first attempt to investigate the uptake of DfAM in higher education. This research required the development and administration of an articulated online survey, in which educators worldwide who teach AM and DfAM have participated. The results show that DfAM is taught in a considerable number of courses. However, the survey revealed that DfAM is seldom recognised as a distinct course or topic and the relevance attributed and proportion of teaching dedicated to DfAM within wider AM is typically marginal. DfAM is being mostly taught in North America and Europe and is also typically taught in institutions that are research active in AM or specifically DfAM, suggesting the subject has not yet reached maturity or diffusion into mainstream design and engineering curricula. It was interesting to find that currently, the contents of courses do not differ significantly between engineering and design programmes.

Keywords: 3D printing , design education , Design for Additive Manufacturing , survey

Digital modelling of manufacturing systems is experiencing a fast development, but it still shows significant limitations when considering integration and interoperability of enabling technologies. Indeed, there is still a lack of reference integrated workflows to perform the wide span of tasks, ranging from layout configuration and performance evaluations to 3D representations. Commercial software tools are either too complex or expensive to be approached by non-specialists, therefore it is hard to design effective learning activities in manufacturing system engineering. This paper proposes a structured learning workflow based on an open toolkit that takes advantage of a common ontology-based data model to smoothly integrate digital tools for manufacturing system modelling, performance evaluation, and virtual reality representation. After detailing methodologies and digital tools, the proposed workflow is applied to a pilot case in higher education.

Keywords: Digital tools , Learning workflows , Manufacturing systems engineering

Higher education has to cope with current trends in digital technologies, in particular in the field of industrial engineering, where digital competencies are required more and more. Digital technologies, combined with serious gaming, offer new opportunities for teaching engineering in higher education, with a twofold objective: 1) offering students a rich and realistic experience exploiting advanced digital tools; 2) supporting and complementing traditional education schemes by increasing participation and involvement via serious gaming, enhanced by digital/virtual technologies. Herein, we present a framework for the design of serious games in engineering education, with a specific focus on the definition of intended learning outcomes and the development of the corresponding game activities. This framework was applied to develop a serious game application for the design and analysis of manufacturing systems. The approach was tested thanks to the cooperation of 60 bachelor engineering students and the results extensively analyzed in both quantitative and qualitative terms.

Keywords: Higher education , Manufacturing engineering , Serious games

ASME Y14.5 and Y14.43 standards share the task to define a coherent context in which geometric tolerances may find a rational approach. Even ASME Y14.5 defines the rules, meanings, and descriptions of geometric tolerances, ASME Y14.43 applies them aiming to design and build functional gages able to check if the geometric characteristics, assigned on a drawing, have been reached in a physical component. Many of the assumptions given in the ASME Y14.5 may be understood only when the design of a functional gage is approached. The need to build such kind of device is strictly connected with the need of industry that requires best-practices able to check geometric characteristics of products in a short time. The basic elements of ASME Y14.43 are summarized in the paper and a functional gage, taken from the edition of 2011, is elaborated and discussed. The root of the American standards has been associated with the philosophical school of pragmatism in which more attention is paid to practical examples and how every theoretical conceivement must be verified by scientific experimentation.

Keywords: Functional gages , Geometric dimensioning and tolerancing , Pragmatism

Analyzing an assembly and recognizing how the components can mate with each other in order to satisfy the functionality for which they have been designed is not a trivial task. Teaching such a problem to engineering students requires they are familiar with a set of components and how much larger or thin can be the errors intrinsically related to the technologies employed in their production. A set of steps are necessary to reasoning about the right identification of a chain of dimensions that influences a functionality. Then can be useful to have a table where collect the data, especially when the number of parts is relevant. The paper presents a new format for the table that can be used in all kinds of problems that may occur in design: analysis, analysis with constraints, and synthesis. The way how to employ such a table and the steps to solve each problem is discussed with known examples.

Keywords: Modeling , Tolerance analysis and synthesis , Tolerance stack-up

This paper introduces a system that enable the collection of relevant data related to the emotional behavior and attention of both student and professor during exams. It exploits facial coding techniques to enable the collection of a large amount of data from the automatic analysis of students and professors faces using video analysis, advanced techniques for gaze tracking based on deep Learning, and technologies and the principles related to the Affective Computing branch derived from the research of Paul Ekman. It provides tools that facilitates the interpretation of the collected data by means of a dashboard. A preliminary experiment has been carried out to investigate whether such a system may help in assessing the evaluation setting and support reflection on the evaluation processes in the light of the different situations, so as to improve the adoption of inclusive approaches. Results suggest that information provided by the proposed system can be helpful in assessing the setting and the evaluation process.

Keywords: Affective computing , Deep learning , E-leaning , Emotion recognition , Gaze tracking

Industry 4.0 represents the last evolution of manufacturing. With respect to Industry 3.0, which introduced the digital interconnection of machinery with monitoring and control systems, the fourth industrial revolution extends this concept to sensors, products and any kind of object or actor (thing) involved in the process. The tremendous amount of data produced is intended to be analyzed by applying methods from artificial intelligence, machine learning and data mining. One of the objectives of such analysis is Zero Defect Manufacturing, i.e., a manufacturing process where acquired data during the entire life cycle of products are used to continuously improve the product design in order to provide customers with unprecedented quality guarantees. In this paper, we discuss the goals of the Electrospindle 4.0 project, which aims at applying Zero Defect Manufacturing principles to the production of spindles.

Keywords: Artificial Intelligence , Design for X , Industry 4.0 , Zero Defect Manufacturing

Within the field of industrial engineering, the use of systems for computer-aided design in mechanical engineering (MCAD) has been consolidated over the years. However, the potential benefits and advantages that these MCAD systems are capable of bringing to the product development process are still limited by, among other factors, the prevalent application of low-quality modeling strategies. This situation is reflected in the numerous MCAD models being created which can hardly be altered without causing unexpected and undesired side effects and errors, even though model alterability and reusability are essential requirements within the traditional design process. To improve this situation, MCAD curricula and education at institutions of higher education need to be restructured to further the development of skills and competency. This includes the development of MCAD modeling behavior in students, which is the outcome of understanding how to translate and correctly apply domain core concepts within strategic MCAD modeling. The aim of this paper is two-fold. Firstly, it attempts to provide an overview of efforts to restructure the MCAD course at the institution represented by the authors. Secondly, it tries to outline the individual stages of the development and implementation of the proposed innovative systematic approach to MCAD education, and to report on and summarize results achieved and experiences noted. A study of work previously published by the authors will facilitate a better understanding of this educational project, and such work is referenced below, but cannot be repeated, due to space limitations.

Keywords: Learning experience design , Learning from errors , MCAD skills and competency development , Reflection on performance and outcome

Automation of CAD model grading is obviously capable of considerably reducing the time required for analyzing and assessing CAD models created by students, though the type and complexity of CAD model that can be analyzed, and the quality of the feedback that is generated, are still quite limited. Recent trends to allow students to use the same software tools as teachers use for grading CAD models suffer, from the methodological and conceptual approach, because grading provides feedback that is based on a finalized result, and thus always contains one assessment criterion that is related to the completeness of the solution. Being structured in this manner, it cannot be a direct part of the process and learning experience during the performance itself, that is the design, creation, and alteration of a CAD model. This paper reports on efforts and results from the first step of a two-step project to improve this situation as follows. Firstly, a learning-experience-oriented approach is presented, aimed at improving skill and expertise development in regard to robust and alterable parametric feature-based solid model creation. Secondly, a novel concept and a key metric for CAD model assessment and core behavior evaluation are introduced. Thirdly, a newly developed software tool is presented. This tool is dedicated to supporting students in putting into practice this learning-experience-oriented approach.

Keywords: CAD model alterability and associativity , Dormant deficiency , Formative feedback , Reflection on performance and outcome , Skill and competency development

In the past few years, Facebook has been increasingly studied for academic purposes due to its potential benefits to undergraduate education. Problems commonly found in university education include the lack of course engagement and the gap between theory and practice. This research contributes to the literature by investigating the impact of incorporating a non-mandatory Facebook group on learning outcomes. The analysis was done using a Taguchi method design, conducted with three two-level controlled factors (term, Facebook, and teacher). Results indicated that the students who participated in Facebook groups were more engaged with the course and applied theoretical knowledge to real-life problems better than students who learned under traditional instructional designs. Moreover, the use of Facebook groups led to better evaluation of teachers by the students. Furthermore, the student academic impact (knowledge and competence) was higher even though this complementary activity was not included in the course grade. We concluded that Facebook groups are excellent support tools that boost student engagement and their understanding of theoretical concepts and applying them in practice.

Keywords: educational innovation , Facebook , higher education , real-life problems , social network , student engagement , Taguchi method

There has been increasing research on pedagogical approaches, sustainability competences, and how to connect them in Higher Education Institutions (HEIs). This paper's aim is to provide deeper insights into the system of pedagogical approaches and sustainability competences, as well as how these interrelate. A survey was developed to investigate sustainability teaching in 15 HEIs. The survey was sent to educators of each HEI from which 668 responses were obtained. The responses were analysed in a five-step process: (1) descriptive statistics; (2) Pearson correlations; (3) principal component analyses (PCAs) to detect groups; (4) Pearson correlations between the groups; and (5) regressions. The first step provided the base to carry out the PCAs, from which three groups for the pedagogical approaches (Universal, Social, and Environmental) and three for the sustainability competences (Extrospective-social, Introspective-personal, and Cogitative-processual) were obtained. The correlations between the groups showed that: (1) the competences are closely interrelated; (2) the pedagogical approaches are somehow interrelated; and (3) the pedagogical approaches are somehow interrelated to the competences. The regressions showed that the Universal and Social groups would be most suitable to develop all the competences' groups. The Environmental group develops only the cogitative-processual competences' group. The results served as bases to propose the Sustainability Teaching System (STS), which provides deeper insights into the system of pedagogical approaches and sustainability competences by grouping them, as well as showing directionality and strength. To improve sustainability teaching, it is necessary to understand the pedagogical approaches' groups and how they can develop the competences' groups.

Keywords: education for sustainable development , Higher Education Institutions , holistic thinking , pedagogical approaches , sustainability competences , systems thinking

This paper proposes a framework for the systematic adaptation and digitalisation of engineering product development courses in the event of a crisis. Applicants can use resources of the framework to identify crisis-related boundary conditions that impact the delivery of education and are assisted in determining the necessary level of course digitalisation to respond to the crisis. Furthermore, the framework comprehends a review of modern educational teaching objectives, as well as a table containing tools and methodologies linked to educational targets. These can be used to enhance course design to keep students independently of their learning profiles engaged in study activities and to uphold an excellent knowledge acquisition in a volatile environment. An exemplary application of the framework on a CAD course in a higher education context guides the educator through the processes.

Keywords: crisis education , crisis scenarios , digitalisation , Engineering education , post COVID-19 transition

The “San Pietro al Monte Abbey project: a virtual tour for everyone” consists in the construction of a high-tech station that allows visitors with mobility limitations to be virtually accompanied by a guide to the Benedictine abbey of San Pietro al Monte along the ancient access route that can only be reached on foot with trekking equipment. The room with the virtual instrumentation is located in the Casa del Pellegrino in Civate (Lecco, Italy). It is a museum structure-based located in a media reception building. From its entrance, it is possible to see the final destination. The virtual tour preserves the dialogue between the environment, the monument, and the ‘virtual pilgrim'. By also acting as an information database, it enhances the use of the basilica of San Pietro al Monte even for visitors equipped with tablets who reach the building on foot. The virtual tour application has been developed with Unity3D. The interactive application has different virtual scenes with photos, 360 ∘ videos, an external digital twin of the abbey, and some interesting internal digital twins of the most important monuments inside the abbey.

Keywords: Digital twin , Photogrammetry , Virtual tour

Considering reviewers' opinions on the paper, presented at EPDE2021, in which the data were not sufficient to compare different cohorts, now we are able to answer if there have been differences in students' assessments, based on some questions of the academic survey on didactics, comparing answers for courses held pre-and-during Covid19 pandemic. In 2020 every educational institution moved their didactics toward an online platform. Every course had to introduce and experiment with new forms of didactics that prevent in-person events, either in lectures or laboratory. Courses of design traditionally require a strict relation between student-instructor and student-student. The need to operate by moving the contact to an online connection creates, at the beginning of the period, a lot of distrust among teachers of such courses. The “Machine Drawing” course is one of these. Briefly recalling how the courses have been revised, with the employment of a communication platform like Teams®, the answers, given by students, are collected and the differences along the time are highlighted. Three academic years have been considered: 2017-2018, 2019-2020, and 2020-2021. A further correlation has been made considering different didactics and the global efficiency of the course in terms of abandonment, number of successes (number of people that pass the exam), and the effects on the grades (marks) obtained. Reflecting on such data, a new consideration has been done on the methodologies that can still continue to be used in the future when the explicit problem of pandemic emergency does will not influence anymore the traditional way of teaching.

Keywords: Online didactics , students' assessments , teaching quality improvement

This study aims at comparing three assembly training applications based on different XR technologies characterized by different degrees of immersion (i.e., an MR application based on Hololens 2, a desktop AR application and a digital handbook visualized on a monitor). A total of 54 subjects, recruited among students and personnel of Università Politecnica delle Marche, have been involved. They were assigned to 3 groups age and gender matching. Each group is asked to complete the training related to the assembly of a Lego commercial set (i.e., LEGO 10593), using one of the three considered applications. Results allows us to observe the effects of the immersion on the recall performances, assessed in terms of recall completion time, assembly mistakes, picking mistakes and sequence mistakes.

Keywords: Assembly training , Augmented Reality , Immersion , Manufacturing , Recall Performance

The "An Ocean of Science" project promotes effective interventions and innovative educational paths to support the growth of knowledge and skills in schools, helping competent institutions to guarantee more inclusive cohesion policies with a high cultural and scientific impact. The project also supports innovation in education and training by providing opportunities for cultural and socio-educational development within the framework of the cultural heritage located in the marine environment and the protection of the sea.

Keywords: Cultural heritages , Education and training , Educational laboratory , Innovation in educations , Marine environment , Science projects