Interactive Learning of Assembly Processes using Digital Assistance

Oestreich, Hendrik; Töniges, Torben; Wojtynek, Michael; Wrede, Sebastian

doi:10.1016/j.promfg.2019.03.003

Cited by 19 publications

(6 citation statements)

References 11 publications

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“…These findings confirm the previous studies by [20], and [21]. Refer to the previous research: Engineering Education using web-based Interactive multimedia applications [31] , interactive learning using digital assistance [32], the effect of web-based professional improve teachers' Problem Solving Strategies [20], effective integration of interactivity into future online courses [14], and Integrating mobile applications to improve creative thinking [25] these results support the idea of integrating learning with "Online Interactive Apps".…”

Section: Discussionsupporting

confidence: 88%

An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

Wahyuningsih

Satyananda

Qohar

et al. 2020

Int. J. Interact. Mob. Technol.

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An Integration of “Online Interactive Apps” for learning can be a disruptive learning innovation in higher education. The material of the application of graph theory course has application topics in the real world. How students use the application can be used as a measure of creative problem solving. Mixed method was used in the study. The first phase of the study used one group non-randomized design pre-test and post-test. Participants were students who took courses in the application of graph theory. The second phase of the study involved an exploration of creative problem solving performance through qualitative interviews. Analysis of problem solving skills with creative problem solving instruments adapted from the CPS version 6. The average performance of students is very good in exploring data and building acceptance, performance is good in generating ideas and designing processes. Finding from this research is a significant improvement of students' Creative Problem-Solving by integrating learning the application of graph theory with “Online Interactive Apps”. The results obtained that 69% of student opinions strongly agree on learning activity can improve creative problem solving. The implementation of “Online Interactive Apps” can be used as an alternative to disruptive learning innovation in mathematics teaching-learning.

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Section: Discussionsupporting

confidence: 88%

An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

Wahyuningsih

Satyananda

Qohar

et al. 2020

Int. J. Interact. Mob. Technol.

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show abstract

“…In order to prepare employees on those upcoming challenges, researchers developed so-called learning factories for practical training [50,51,[97][98][99][101][102][103][104][105][106][107][108][109][110]. Their aim is to transfer the knowledge of theoretical research into the shop floor and to prepare workers and students.…”

Section: Learning Factoriesmentioning

confidence: 99%

“…The real world with its physical objects therefore consistently interacts with the virtual world to exchange information and indicate the best decision [35,118,119]. In the field of manufacturing, so-called CPPS (cyber physical production systems) are created [109].…”

Section: Key Technologiesmentioning

confidence: 99%

Industry 4.0: A Technological-Oriented Definition Based on Bibliometric Analysis and Literature Review

Rupp

Schneckenburger

Merkel

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

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Industry 4.0 was introduced in 2011 and since then has been perceived in multiple ways such as a vision, a paradigm, a scenario or as a digital revolution in production and service organizations. Even though Industry 4.0 is associated with great improvements for companies, there is still a lack of a uniform definition of the term Industry 4.0, especially when it comes to the transfer of knowledge from theoretical research to the implementation in organizations, which leads to confusion and disaffirmation. The lack of a clear structure and a holistic definition of the research topic Industry 4.0 inhibits the development of new business areas and new research approaches. To target this fundamental gap, a methodology is developed and the 338 most relevant publications are analyzed in the database of ScienceDirect starting from 2015. Based on those publications, the field of Industry 4.0 is structured. A consistent and comprehensive definition for Industry 4.0 is introduced by using a bibliometric analysis. Therefore, existing descriptions are decomposed into word fragments and analyzed. It is shown that this novel approach to find a definition for the term “Industry 4.0” does not yet exist. The aim is to provide a purely objective definition based on a statistical evaluation, without restricting the selection of publications to a specific research or business area. Based on those data, a new and ubiquitous definition of Industry 4.0 is formed, discussed and validated on practical examples.

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“…Cyber Physical Systems (CPS) for improving operator ergonomics [71]; vision systems for measuring and providing feedback on operator performance [90]; cognitive assistance for rework area [91]; strategies for cognitive automation that allow operators to deal with increased complexity [49]; Augmented Reality (AR) to assist manual assembly [73]; operator training using digital assistance [92]; training using Virtual Reality and process mining, allowing to replace traditional interpersonal demonstration and repetition [74] and real-time interface using data from many devices and an algorithm allowing manual assembly operators to deal with requests and report faults [66].…”

Section: Industry 40 Technologies For Supporting People In Assemblymentioning

confidence: 99%

Lean Manual Assembly 4.0: A Systematic Review

2020

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In a demand context of mass customization, shifting towards the mass personalization of products, assembly operations face the trade-off between highly productive automated systems and flexible manual operators. Novel digital technologies—conceptualized as Industry 4.0—suggest the possibility of simultaneously achieving superior productivity and flexibility. This article aims to address how Industry 4.0 technologies could improve the productivity, flexibility and quality of assembly operations. A systematic literature review was carried out, including 234 peer-reviewed articles from 2010–2020. As a result, the analysis was structured addressing four sets of research questions regarding (1) assembly for mass customization; (2) Industry 4.0 and performance evaluation; (3) Lean production as a starting point for smart factories, and (4) the implications of Industry 4.0 for people in assembly operations. It was found that mass customization brings great complexity that needs to be addressed at different levels from a holistic point of view; that Industry 4.0 offers powerful tools to achieve superior productivity and flexibility in assembly; that Lean is a great starting point for implementing such changes; and that people need to be considered central to Assembly 4.0. Developing methodologies for implementing Industry 4.0 to achieve specific business goals remains an open research topic.

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Interactive Learning of Assembly Processes using Digital Assistance

Cited by 19 publications

References 11 publications

An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

Industry 4.0: A Technological-Oriented Definition Based on Bibliometric Analysis and Literature Review

Lean Manual Assembly 4.0: A Systematic Review

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