Training concept and structure of the Learning Factory advanced Industrial Engineering

Dinkelmann, Max; Riffelmacher, Philipp; Westkämper, Engelbert

doi:10.1007/978-3-642-23860-4_102

Cited by 8 publications

(1 citation statement)

References 4 publications

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“…Lean Management, Resource Efficiency, Continuous improvement skills Goerke et al 14 and Kreimeier et al 25 Design of products, manufacturing systems, and workplaces Design for manufacturability; Production planning; Analysis and design of (ergonomic) workplaces; Creating flexible production environments Jager et al, 21 Schreiber et al 32 and Dinkelmann et al 33 require less set up time, and enable learners to perform more experiments (under many different configurations) in a given time window. Moreover, the use of a computer simulation enables adjusting the time scale, making it possible for learners to perform virtual experiments that would otherwise take months or years to complete in a lab or real-world setting.…”

Section: Lean Manufacturingmentioning

confidence: 99%

Simulation in engineering education: The transition from physical experimentation to digital immersive simulated environments

Negahban

2024

SIMULATION

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Besides its use as a powerful systems analysis tool, simulation has also been used for decades in educational settings as a teaching and learning method. Simulation can replace or augment real-world inquiry-based experiences by providing learners with a low-cost and risk-free experimentation platform to develop knowledge and skills in a simulated environment. This paper presents an overview of current applications and the ongoing transition from physical experimentation to digital simulations and immersive simulated learning environments in engineering education. The paper highlights major implementation and research gaps related to simulation-based learning and immersive simulated learning environments, namely, lack of integration with learning theories and limited formal assessments of effectiveness. Potential implementation approaches and important areas for future educational research are discussed and exemplified in response to the identified gaps. The discussions presented are intended for simulationists, educational researchers, and instructors who are interested in designing and/or utilizing engineering education interventions involving simulated learning environments and immersive technologies in their teaching and educational research. In particular, the Immersive Simulation-Based Learning (ISBL) approach discussed in the paper provides a framework for simulationists to reuse the models developed as part of their simulation projects for educational purposes.

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