Y.J. Kim, U. Jayaram, S. Jayaram

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Integrating Computer-Based Training and Immersive
Training Through a Learning Management System
For Mechanical Assembly

• Y.J. Kim, U. Jayaram, S. Jayaram

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Many technologies and techniques are available
today for training
Hands-on training
Paper Based and Traditional Classroom interaction
Computer-Based and Multi-Media
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Technologies such as immersive environments are
fairly new

• These are promising additions to digital training
  technologies and growing as a viable option
• Successful training applications include training
  for astronauts, dentists, medical doctors,
  construction workers, manufacturing assembly,
  military personnel, and engineers.
• Allows more intuitive interaction and sense of
  presence in the environment

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Various digital training technologies are
currently not easily integrated or coordinated

• There is not enough flexibility in how and when
  these technologies are combined
• There is no easy way to structure courses,
  deliver content, and assess achievement using
  these hybrid technologies
• It is not easy to create new training exercises
  or modify existing ones in a coordinated way

• Each training delivery option has strengths and
  weaknesses
• Each requires different data and handling
• What is the common data and the sharing
  mechanism?
• Can these be combined or integrated to exploit
  benefits and reduce disadvantages?

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The goal is to conceptualize and develop a
digital ensemble for training
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Hypothesis

• CBT and ImT can be considered together to
  identify commonalities and methods to exploit
  these commonalities.

• A single loosely interconnected but carefully
  designed system with a unified approach and
  blended strategy can then be created to greatly
  benefit both the trainee and the person creating
  the training exercises.

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We coin our approach iTrain integrated Training
Allow both individual and sequenced exercises
through the use of different configurations of
technologies in the ensemble. Students will
interact with the web pages, which show the
instructions, and they will also interact with
the digital applications which will be either CBT
or ImT
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These were some of the key functional
specifications
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Three stages of training are considered
learning, practicing, and testing
An example of training flow between different
stages and different environments
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Learning Management System (LMS)

• An LMS is an application that manages and
  delivers content thru the web.
• Used to register, deliver, and evaluate a course
• Web pages will be available thru the LMS
• SCORM will be chosen as a development standard to
  create common interfaces and data exchange
  formats for the CBT and IMT lessons

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Shareable Content Object Reference Model (SCORM)
is a learning content standard
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CBT Capabilities were created to support training
for mechanical assembly

• Open SceneGraph (OSG) used to load geometry
  models and maintain hierarchy of models based on
  information from CAD model extracted using CAD
  API
• Pre-defined scenario showing a canned simulation
  can be created and played in the learning stage
• Mouse-keyboard interactions are tracked in every
  frame to allow interaction selection/deselection
  and also moving a component in practicing stage
• Assembly/disassembly using the mouse is supported
  using transformation matrices

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IMT capabilities were created to support training
for mechanical assembly

• There is an existing imT application that
  supports virtual assembly, physically based
  modeling, constraint-based modeling, haptics, and
  unique capability of bringing IMT capabilities
  into a native CAD environment
• This was enhanced and needed to be modified to
  connect to SCORM web pages e.g. when the
  trainee grips a wrench, we need to communicate if
  the proper tool was gripped.

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ImT capabilities inside Catia
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A unified approach between CBT and ImT was
considered

• Overview
• Identify commonalities in terms of models,
  overall interaction schemes, and the consequences
  of actions
• Determine how the components will provide a
  coherent set of task simulations
• Design a central logic
• Methodically consider other ways to alleviate the
  technological and administrative burden of
  maintaining both environments

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A database is used for common geometry
information such as models, paths, and
transformation matrix of each component
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iTrain Course and User Management
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A test case using a flat tire replacement example
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• Data is extracted from the CAD system and
  inserted into the database so that both CBT and
  ImT applications have access
• SCORM API is used for communicating between the
  web page and the LMS
• Shared memory is created for sending and
  receiving the status of the course and model
  information
• The web page accesses the database to gain access
  to model data
• CBT and IMT applications retrieve data such as 3D
  model information, transformation matrices, and
  assembly hierarchy

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Example of the learning mode
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Example of the practicing stage in CBT
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Example of the testing stage
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iTrain has the potential for several breakthroughs

• Important new functionality in CBT for
  integration with CAD and model manipulation
• Important new functionality in ImT for
  integration with CAD and model manipulation
• Will provide a level of interoperability between
  the two environments thru the common models and
  common interactions at a logical level.
• Will allow domain specific scenarios to be
  generated in both environments quickly and
  consistently
• Will have human-computer interface and positive
  transfer of training merits
• Sustainable solution for individual and
  organization

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This is still work in progress

• e.g. How to capture overall interaction schemes
  and consequences of the interactions in a common
  manner for both CBT and ImT?
• How to record motions, interactions, and
  actions/events in SCORM to provide feedback to
  the trainees, score the trainees, and provide
  certification beyond just text based testing?
• Acknowledgements We are grateful to Paccar
  Technical Center, Sandia National Laboratories
  for partial support of this work