Learning methodology based on weld virtual models in the mechanical engineering classroom

Abstract

Welding inspection activities within engineering degree programs are usable in practice. The competences acquired through these are usually contextualized in laboratory environments, using for its physical samples of welds, which used to be are scarce and expensive. In this study, a new methodology based on threedimensional macro-photogrammetric models of welds is designed and actively implemented in the classroom, with students of mechanical engineering to evaluate different aspects about the suitability and learning performance of this novel methodology. To obtain the research conclusions, the activities have been chosen to evaluate four important aspects of it: usability, learning, motivation, and scalability. Results demonstrate that the adequate acceptation of the novel methodology studied, making possible new approaches for the acquisition of the competences related the welding inspection in the engineering education context. K E Y W O R D Sengineering education, learning innovation, virtual laboratories, virtual reality, welding engineer

Short CFD Simulation Activities in the Context of Fluid-Mechanical Learning in a Multidisciplinary Student Body

“…degree in Mechanical Engineering, in Electrical Engineering, and double degree. Motivation results for the activity are clearly positive, as was the case for research on virtual laboratories and virtualization of materials [18,30]. On the contrary, for the B.Sc.…”

“…The learning activity was designed through a deep reflection under three important criteria, which were established as a reference for the creation of the learning resources and virtual models for the activity: Quality, economy and reality criteria [15]. These were established in the literature for the virtual environments [18,29,30] and, as has been previously indicated, the authors consider that simulation tasks share objectives and needs with respect to virtual laboratories: The common mission to provide to the student a practical vision about the physical phenomena without using, or complementing, a real laboratory for experimental tasks. According to the reality criterion, the activity is intended to be clear enough to simulate a real behavior of the fluid with adequate visualization results, based on the study of trajectories or particles, as well as maps of the distribution of different variables.…”

“…The questions are shown in Table 4. The response type is yes/no for the three first questions and for the rest a Likert scale is used [18,29,30]. For the analysis, each question was grouped into one of the categories described in Table 5.…”

Design of a Didactical Activity for the Analysis of Uncertainties in Thermography through the Use of Robust Statistics as Teacher-Oriented Approach

“…The activity design was carried out following the three criteria for the creation of virtual models in the context of the virtual environment and virtualization of materials established in previous works [21,49], and summarized as quality, economy, and reality criterion. Please note that geometrical precision is not a fundamental parameter to be optimized for this task.…”

“…Moreover, in this case, the effect is the contrary to Table 5 where the Gaussian confidence interval underestimated the values. As a result, the same dataset can be used to teach multiple didactical examples, fulfilling the economic criteria aforementioned [21,49].…”