Virtual Welder Trainer

White, Steven A.; Prachyabrued, Mores; Baghi, Dhruva; Reiners, Dirk; Borst, Christoph W.; Chambers, Terrence L.; Aglawe, Amit

doi:10.1109/vr.2009.4811066

Cited by 8 publications

(4 citation statements)

References 0 publications

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“…The tests were conducted at the Mawson Institute Visualisation Lab (Holodeck), 5 University of South Australia, Adelaide, Australia. The setup with a panel was laid out as depicted in Fig.…”

Section: Visualisation Designmentioning

confidence: 99%

“…Unlike [5] that proposed to setup a virtual welder trainer in a training centre, the SAR visualisation system can also be used for on-the-job training of operators with higher precision and accuracy. This investigation details an industrial proof-ofconcept of the SAR projector system validated on an operational production line, which is safe and reliable within the manufacturing environment [6].…”

Section: Introductionmentioning

confidence: 99%

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Use of projector based augmented reality to improve manual spot-welding precision and accuracy for automotive manufacturing

Doshi

Smith

Thomas

et al. 2016

Int J Adv Manuf Technol

117

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This paper presents the use of a projector-based spatial augmented reality system in an industrial quality assurance setting to highlight spot-weld locations on vehicle panels for manual welding operators. The aim of this work is to improve the precision and accuracy of manual spot-weld placements with the aid of visual cues as a proactive step by the automotive manufacturer to enhance product quality. The prototype system was deployed at General Motors (GM) Holden plant in Elizabeth, Australia on the production line building Holden Cruze vehicles. Production trials were conducted and techniques developed to analyse and validate the precision and accuracy of spot-welds both with and without the visual cues. A reduction of 52 % of the standard deviation of manual spot-weld placement was observed when using augmented reality visual cues. The average standard deviation with-AR assistance (19 panels and 114 spot-welds) was calculated at 1.94 mm compared to without-AR (45 panels and 270 spot-welds) at 4.08 mm. All welds were within the required specification and panels evaluated in this study were used as the final product made available to consumers. The visual cues enabled operators to spot-weld at a higher degree of precision and accuracy.

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Section: Visualisation Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Use of projector based augmented reality to improve manual spot-welding precision and accuracy for automotive manufacturing

Doshi

Smith

Thomas

et al. 2016

Int J Adv Manuf Technol

117

View full text Add to dashboard Cite

show abstract

“…For instance, Crison et al (2005) created a virtual milling machine to teach the basic principles of machining at the first level of vocational training courses (Crison et al, 2005). Another type of training system that simulated the welding process reduced teaching time and required resources (White et al, 2009). In this case the virtual system to train people how to engage in underwater wet arc welding is found to be convenient and risk free for teaching welding in harsh conditions (Wang, Chen, Zhang, Liu, & Huang, 2009).…”

Section: D Stereoscopic Vision and Virtual Reality Systemsmentioning

confidence: 99%

Can 3D Visualization Assist in Young Children’s Understanding of Sun-Earth-Moon System?

Isik-Ercan

Kim

Nowak

2012

International Journal of Knowledge Society Research

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This research-in-progress investigates how the usage of technology, specifically three dimensional (3D) stereoscopic vision, might support astronomy learning in primary grades. 3D stereoscopic vision might be an effective means to observe the relationships among space objects through simulations. In order to explore this presumption, this pilot study examines how 3D stereoscopic vision might enhance urban second graders’ understanding of (a) the shape of Sun, Moon, and Earth, (b) how day and night alternate, and (c) how Moon appears in different shapes. Currently, Indiana state standards for science do not suggest the teaching of these astronomical concepts explicitly before fourth grade. The authors project that students can learn these concepts earlier in their educational lives with the implementation of these new technologies. These technologies might challenge the views of when astronomical concepts could be taught to children and expand the ways the authors think about children’s cognitive capacities in understanding scientific concepts.

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“…Interactive VR welding simulations (Wallace et al, 2014) emulate welding activity in real time. Some other welding training systems in the literature review used the real welding torch attached to the force-feedback devices (Fast et al, 2004), motion-tracking technologies (White et al, 2009), haptic guidance (Wang et al, 2006) and algorithmsbased visualization methods (Jo et al, 2009), which can be adapted for the realistic rendering of solder skills. Haptics and visual interfaces were used for dexterous teleoperation to perform the assembly of micro-components (Estevez et al, 2010) .…”

Section: Introductionmentioning

confidence: 99%

Design of a bi-manual haptic interface for skill acquisition in surface mount device soldering

Jose

Rao

Neamtu³

2019

SSMT

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Purpose Offering unskilled people training in engineering and vocational skills helps to decrease unemployment rate. The purpose of this paper is to augment actual hands-on conventional vocational training methods with virtual haptic simulations as part of computer-based vocational education and training. Design/methodology/approach This paper discusses the design of a bi-manual virtual multi-modal training interface for learning basic skills in surface mount device hand soldering. This research aims to analyze human hand dexterity of novices and experts at micro level skill knowledge capture by simulating and tracking the users’ actions in the manual soldering process through a multi-modal user interface. Findings Haptic feedback can enhance the experience of a virtual training environment for the end user and can provide a supplementary modality for imparting tangible principles to increase effectiveness. This will improve the teaching and learning of engineering and vocational skills with touch-based haptics technology, targeted toward teachers and students of various disciplines in engineering. Compared with the traditional training methods for learning soldering skills, the proposed method shows more efficiency in faster skill acquisition and skill learning. Originality/value In this study, the authors proposed a novel bi-manual virtual training simulator model for teaching soldering skills for surface mount technology and inspection. This research aims to investigate the acquisition of soldering skills through virtual environment, with and without haptic feedback. This acts as a basic-level training simulator that provides introductory training in soldering skills and can help initially unskilled people find educational opportunities and job offers in the electronics industry.

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Virtual Welder Trainer

Cited by 8 publications

References 0 publications

Use of projector based augmented reality to improve manual spot-welding precision and accuracy for automotive manufacturing

Use of projector based augmented reality to improve manual spot-welding precision and accuracy for automotive manufacturing

Can 3D Visualization Assist in Young Children’s Understanding of Sun-Earth-Moon System?

Design of a bi-manual haptic interface for skill acquisition in surface mount device soldering

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