The Aircraft maintenance and inspection is a complex system wherein humans play a key role in ensuring the worthiness of the aircraft. Traditional visual inspection training consisted mainly of on-the-job training (OJT). While OJT provides novice inspectors with the hands-on experience critical to effective transfer, it lacks the ability to provide real-time feedback and exposure to various scenarios in which to inspect.With advances in technology, computer simulators have been developed to train the novice inspector and reduce the learning curve inherent with transitioning from the classroom to the workforce. Advances in graphics and virtual reality (VR) technology have allowed for an increase the sense of involvement in using these simulators. Though these simulators are effective, their deployment in aircraft maintenance training schools is limited by the high cost of VR equipment. This research investigates the effectiveness of different interaction devices for providing projector based simulated aircraft maintenance inspection training.

This paper presents results from curriculum enhancements implemented at an Aircraft Maintenance Technology (AMT) program to improve the learning process of students through creation of educational materials, assessment tools and curriculum redesign. Using Bloom's Taxonomy in cognitive and psychomotor domains, course objectives were refined to create more meaningful student outcomes. These were mapped to reflect the expected student proficiency and goals as advised by regulatory agencies. These include the guidelines stipulated by the FAA (Federal Aviation Administration). We identified course objectives for six course modules currently taught in an aircraft maintenance program at a 2-year technical college: ACM 120 (Materials & Corrosion Control), ACM 167(Landing Gear Systems), ACM 174 (Airframe Inspection), ACM 210 (Reciprocating Engine Overhaul), ACM 224 (Turbine engine Overhaul), and ACM 226 (Engine Inspections). For these modules, each objective was analyzed under Bloom's Taxonomy's sub-domains. These include knowledge, comprehension, application, analysis, synthesis and evaluation under the broad cognitive domain and initiation, manipulation, precision, articulation and naturalization under the psychomotor domain. Through an iterative process, course objectives were refined for the six course modules and objectives were transformed to outcomes. The curriculum material development process was extended to identify new non-destructive inspection (NDI) simulators to be incorporated in classroom activities and learning processes. These interactive 3D knowledge objects based simulators are expected to be integrated in the AMT curriculum to improve the learning outcomes. A thorough statistical analysis will be carried out to evaluate the student outcomes through the enhanced curriculum. A novel Excel based decision support system, which will be used for the curriculum design and as an assessment tool/template using Visual Basic for Application (VBA) is proposed as future work.

A haptic virtual borescope is developed for the purpose of aircraft engine inspection training, similar in spirit to borescope trainers intended for use in gas turbine maintenance training schools. Such devices consist of engine section mockups for use with a real borescope. Our approach instead simulates engine sections in virtual reality, replacing the need for physical mockups. We model the engine casing as a "black box" where a simulated borescope tip is inserted (in practice a real borescope is used to provide tactile veridicality of the probe's braided sheath but the camera at its tip is not used). The probe's translational movement is mapped to the virtual camera's. The graphical engine representation can conceivably generalize to any engine section that can be modeled graphically. Since the interior chamber of the "black box" casing is empty, the critical component of our simulator is correct borescope tip navigation as well as force feedback response based on a mathematical model of collision detection of the tip in the computer generated environment.Haptic response is thought to be a key component of the simulator as it provides non-visual tactile awareness of the borescope tip within the engine under inspection and, more importantly, its contact with engine surfaces. Our contribution is two-fold. First, we design a novel motor-powered clamp that provides collision response to collision of the camera detected in virtual space. Second, we attempt to isolate the effect of the system's tactile response and provide empirical evaluation of its utility. In line with previous results, our empirical analysis reveals a trend toward a benefit in performance (speed), but suggests that the provision of haptic feedback, while preferred over a solely visual interface, may be perceived as extraneous in a visually-dominated discrimination task.

No abstract

Recent advances have led to the development of a virtual simulator to be used for non-destructive inspection (NDI) training of aviation maintenance technicians. The simulator is distinctive in that it has been developed to simulate a general type of NDI job aiding tool (video borescope), as opposed to only simulating a precise model and make. By generating a simulator based on a generic model of the video borescope, the development process must face a common hurdle: determining the best interaction device for the task at hand. In the real world, video borescopes come in a variety of shapes and sizes, as do their interaction devices. In this case, the team must decide upon the best interaction device to be used while ensuring the retention of inspection information from training and facilitating interaction ease of use, all while not permanently engraining the skills that will be needed to control the actual devices when actually used. In short, the interaction device chosen for this simulator should facilitate the trainee's ability to learn NDI techniques without hardwiring simulator control techniques which can vary greatly in the real world.In an effort to determine the most applicable interaction device for this generic training simulator, a study was conducted using expert inspectors and two common interaction devices: a gamepad and a joystick. Performance measures were collected and subjective measures, by way of post-test questionnaires, were considered as well. This paper details the evaluation of a gamepad and a joystick as interaction devices when used with a virtual video borescope simulator for inspection training. Following the findings identified in the study, recommendations are provided for the implementation of such devices.