Problem‐solving environment for line balancing automated manufacturing systems

Hsieh, Sheng‐Jen

doi:10.1002/cae.20198

Cited by 10 publications

(7 citation statements)

References 11 publications

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“…In summary, our review of the literature on OM pedagogy, as it specifically relates to teaching the design of assembly lines and line balancing in particular, has uncovered many examples of hands-on and computer-based activities shown to aid student learning (Fish, 2005;Hsieh & Kim, 2005;Snider et al, 2017;Weiss, 2013). We note that most activities (except the one described by Gray, 2011) gloss over the initial stages of designing an assembly line.…”

Section: Flipped Classrooms and Blended Learningmentioning

confidence: 91%

“…Spreadsheet options and computer simulations have become an attractive alternative for teaching line balancing. Similarly, Hsieh and Kim (2005) describe a web-based simulation environment that allows students to practice line balancing. While it was originally played in person, virtual alternatives allow students to play online or in a computer lab environment.…”

Section: Line Balancing In Simulated Environmentsmentioning

confidence: 99%

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Teaching Line Balancing through Active and Blended Learning*

Bayley

Hurst

2018

Decision Sci J Innov Edu

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The design of balanced assembly lines, especially when considering workforce, material, and cycle time factors, is an important managerial decision-making activity in manufacturing firms. Numerous active learning activities are available to assist instructors in teaching assembly line balancing to students. While effective in improving student engagement, they require considerable planning and expense on the part of instructors, and they may be difficult to implement in inflexible teaching spaces and lecture-oriented curricula. We present a new approach to teaching line balancing using online videos depicting an assembly process. Students design an assembly line by determining themselves how to separate and time tasks, rather than by modifying an existing configuration. To save valuable classroom time, students complete a portion of the activity outside of class. This blended learning approach allows for all students to be engaged in the activity, both in and out of class. Furthermore, a controlled study showed that compared to the traditional lecture format, it better equips students to address less tangible aspects of line balancing, such as ergonomic and workforce factors, material handling considerations, and changing cycle time. With the online content for this activity completely developed and available, other instructors can easily implement this approach within their courses.

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Section: Flipped Classrooms and Blended Learningmentioning

confidence: 91%

Section: Line Balancing In Simulated Environmentsmentioning

confidence: 99%

Teaching Line Balancing through Active and Blended Learning*

Bayley

Hurst

2018

Decision Sci J Innov Edu

View full text Add to dashboard Cite

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“…In this article we describe freely downloadable1 educational project scheduling software called RESCON (from RESource CONstrained) that is used at the Katholieke Universiteit Leuven (Belgium) for the illustration of project management concepts. Some recent studies demonstrate the effectiveness of educational software tools in the field of operations management 1, 2. The RESCON software mainly focuses on the scheduling part of the project management field.…”

Section: Introductionmentioning

confidence: 99%

RESCON: Educational project scheduling software

Deblaere

Demeulemeester

Herroelen

2011

Comp Applic In Engineering

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“…Sanderson and Millard [6] applied a team-based game strategy in manufacturing education, where students/users assumed the roles of product designer, manufacturing engineer, marketing expert, and product manager. Hsieh [7] investigated a webbased 2D game environment for teaching line balancing concept. The game concept has proved to enhance student interest in learning the materials.…”

Section: Introductionmentioning

confidence: 99%

“…The game approach in education has the potential to capture student interest and improve learning and teaching methods [6][7]. Sanderson and Millard [6] applied a team-based game strategy in manufacturing education, where students/users assumed the roles of product designer, manufacturing engineer, marketing expert, and product manager.…”

Section: Introductionmentioning

confidence: 99%

Gaming and Interactive Visualization for Education: A Multi-Disciplinary and Multi-University Collaborative Project

Miekas

Siddique

et al. 2009

Volume 8: 14th Design for Manufacturing and the Life Cycle Conference; 6th Symposium on International Design and Design Educati

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Most people are more perceptive to the geometric rather than the symbolic representation of information. In engineering disciplines, visualization combined with game characteristics can provide an essential mode to facilitate students' understanding of important and abstract concepts, and improve students' willingness to learn. In this project, game characteristics are introduced into course module design, but different from commercially available games in that the level of the contents and assessment tools in this project are meaningful to teachers, students, and parents.This paper focuses on the design of the Gaming and Interactive Visualization for Education system. Specifically, some initial design results from the three universities for three different courses plus the development of evaluation system will be presented. The system is expected to (1) offer interactions with gaming scenarios that can excite emotions, (2) provide an engaging learning experience of understanding engineering concepts by allowing students to visualize and interact with 3-D objects in a game scenario, (3) employ situated learning by exposing students to the type of challenges they will face in industry, and (4) fit better with the learning styles of the majority of engineering students.. IntroductionStudent enrollment and graduation rates in U.S. engineering schools have been decreasing over the recent years, with the exception of only top academic institutions [1][2][3][4]. This phenomenon is related with students' lack of willingness to learn abstract engineering concepts. In engineering disciplines, learning through a medium that combines course materials with interactive visualization can be a powerful tool for education. Gaming and Interactive Visualization for Education (GIVE) is a game-like learning tool which is composed of game characteristics (e.g., a progressively balanced goal, feedback, multiple-goal structure, and scoring), 2D/3D visualization, and state-of-the-art interaction technologies to help undergraduate students learn, to improve the image of engineering, and to attract a greater number of high school students to the study of engineering.Current high school or undergraduate engineering students grew up in an era where video and computer games became one of the major components of the entertainment industry. The game approach in education has the potential to capture student interest and improve learning and teaching methods [6][7]. Sanderson and Millard [6] applied a team-based game strategy in manufacturing education, where students/users assumed the roles of product designer, manufacturing engineer, marketing expert, and product manager. . Researchers and industry have used virtual reality in geology, medicine, and automotive design, etc. for better understanding. But specific design of engineering courses, such as basic AME and EE courses, has yet to fully benefit from the application of game and visualization technology.GIVE is different from the conventional blackboard, PowerPoint based lectures,...

show abstract

Problem‐solving environment for line balancing automated manufacturing systems

Cited by 10 publications

References 11 publications

Teaching Line Balancing through Active and Blended Learning*

Teaching Line Balancing through Active and Blended Learning*

RESCON: Educational project scheduling software

Gaming and Interactive Visualization for Education: A Multi-Disciplinary and Multi-University Collaborative Project

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