The purpose of this study is to explore the ability indices of VR (virtual reality) technology when it is applied to assist the teaching of a welding practice course, develop a VR welding course as the basis of course planning and teaching design, and implement experimental teaching to verify its effectiveness. On the basis of a literature review and focus group interviews, initial ability indices of a VR welding course were proposed. Then, 15 experts from VR- and welding-related specialties were invited to form a consulting team to determine “the ability indices of the VR welding course” according to the results of a Fuzzy Delphi expert questionnaire. Moreover, the results of an ANP (Analytic Network Process) expert questionnaire were used to understand the relative importance of the ability indices of the VR welding course, as well as the relative feasibility of VR-assisted welding teaching, in order to develop a “VR welding course”, in which 34 first-grade students of the welding practice course were taken as the research objects during the implementation of experimental teaching. The qualitative research and analysis results are as follows: (1) the VR welding course includes 8 ability indices and 30 evaluation indices; (2) the item with the highest feasibility in VR-assisted welding teaching is “welding construction”, followed by “map reading and drawing”; (3) best feasibility of VR technology “Interaction” in assisting welding teaching; (4) the relative importance of the ability indices of the VR welding course is the greatest for “welding construction”, followed by “welding inspection”; (5) the VR welding course students express significant positive responses to the learning of ability indices and ability demonstration; (6) the majority of students express significant positive learning satisfaction with VR-assisted welding course teaching. This study puts forward a set of rigorous models for the construction of ability indices for a VR course and course development. It can provide a reference for introducing VR-assisted teaching to related welding courses that are run by universities of science and technology in Taiwan. Furthermore, such VR courses can offer students a safe, diversified, and efficient learning environment.
In recent years, sudden global energy demand has led to the gradual exhaustion of fossil fuel, the world’s main energy resource. With the negative impact of fossil fuel on the environment, governments and organizations have increased R&D funding on renewable energy resources such as solar and wave energy. Vietnam has a great potential for developing wave energy projects owing to the presence of a long coastline and vast ocean. Choosing an optimal location for wave-based power plant projects is a multicriteria decision that requires understanding the quantitative and qualitative elements for assessing the balance of factors when trying to reach the most accurate result. This study proposes a multi-criteria decision-making (MCDM) model, fuzzy-analytic hierarchical process (FAHP), and weighted aggregated sum product assessment (WASPAS) in evaluating potential wave energy stations at the Vietnamese coastline. The authors identify all criteria and sub-criteria affecting the wave power plant location selection process through literature review and expert interview. Selection criteria include wave height, the distance between two waves, number of waves, wind speed, wind duration, ocean depth, turbulence, water quality, coastal erosion, shipping density, protection laws, labor resources, safety conditions, and other related factors. FAHP was used to determining the weights of the identified criteria in the first stage of this study. Finally, the WASPAS model was employed to rank all the alternatives involved in making an effective decision. This study aimed to develop a tool to enhance decision-making when solving fuzzy multi-criteria problems. We propose a real-world model for the effectiveness of the proposed model.
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