Virtual Reality The Revolution in Welding Training

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Virtual RealityThe Revolution in Welding Training

Chris BaileyLincoln Electric Company

May 10, 2011

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World-Class ProductsWorld-Class Products

Arc welding equipment: Power sources Wire feeding systems Robotic welding packages

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Consumables Stick electrodes MIG, Flux-Cored, Submerged Arc, Stainless

Steel, Aluminum and Non-Ferrous Wires Brazing and Soldering Alloys

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• Plasma & Oxy-Fuel Cutting• Vernon Tool™ Pipe &

Tube Cutting Equipment• Soldering & Brazing

Equipment


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Industry-Specific SolutionsIndustry-Specific Solutions

• Transportation / Automotive• Process & Power Generation• Offshore• Pipeline• Maintenance & Repair• Structural Steel &

Construction• Heavy Fabrication• Shipbuilding• Pipe Mill

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Global PresenceGlobal Presence

42 Manufacturing Facilitiesin 21 Countries

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Lessons Learned in the Development of a Welding

Training Simulator

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Presentation Outline

• Introduction• Evolution of a Virtual System• Does Virtual Training Work?• What Did We Expect?• What Surprised Us?• Open Discussion

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What is Virtual Reality ?

• The concept of Virtual Reality uses:• Computer technology to create a simulated,

three dimensional world• Goal - Immersion or the feeling that the user is in that

world• Tracking technology that allows the user to

interact with the environment in a meaningful way • Goal – Teach a skill using these interactions

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Virtual Reality Applications

• Flight Simulators• Medical Procedure

Simulations• Driving Simulators• Combat Simulations• Heavy Equipment

Operation• Cranes• Drills Twistedsifter.com

Reduce cost and increase the rate of skill transfer

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Evolution of Training SystemsFronius Arc123 CS Wave

VRSim

DVS

VRTEX 360

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Ordinance SchoolAberdeen Proving Grounds

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Systems Installed

2003 2004 2005 2006 2007 2008 2009 2010

Virtual Reality Weld Training

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Virtual Reality Training All Looking for the Same Thing

• Training Drivers• Faster• Better• More Standardized• Greater Throughput

• Shipyard Drivers• Aging Workforce is Retiring• Fewer Vocational Welding Programs• Widening Skilled Trades Gap for Shipbuilding• Longer Lead Time for Skilled Welders

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Virtual Reality TrainingAspects of VR Training

• VR is not a Replacement for Existing Training Methods, but a Compliment to Traditional Methods

• More Exposure for Students (More Reps)• New Generations Expect an Environment more

Fused with Computers• Reduced Waste• Increased Safety• Cost Effective

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Virtual Reality TrainingAspects of VR Training

• Reduced the Overall Training Time When Compared to Conventional Methods

• Certification Results Improved• Improved the Image of Welding• Recruitment of Welders Improved

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Virtual Reality Training in Welding: An analysis of the physiological and cognitive impact in the pursuit of training

Richard T. Stone Ph.D., AEP, CSP, FACSIowa State University

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Goal of These Studies

• Study the Effectiveness of Using a VR Device to Train Welders

• Investigate Cognitive and Physiological Aspects of VR Training

• Use Study Outcomes to Further Refine Current VR Design

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Virtual Reality vs Traditional Weld Training Pre-study

• Worked with and Evaluated 16 Expert Welders• Lincoln Electric and Vermeer Provided Resources and

Support for Study Operations• UA 33 Pledged 40 Volunteers to Serve in the Experiment• Black 1070 was Converted to a 6 Station Welding

Facility, 1066 was Partially Converted to a 2 Station VR Welding Facility

• All Experimenters were Trained in Welding Techniques• Developed Benchmarks

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Virtual Reality vs Traditional Weld Training Experimental Design (VR 50)

• Two Groups• One trained with VR device for 50% of the time and traditional

methods for 50% of the time • One trained in traditional methods100% of the time• Training for 2 weeks each with 8 – 12 hour days)

• Two Electrode Groups• E6010• E7018

• Four Joint Configurations• 2F, 3F, 1G, 3G

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• Two-man team approach• One individual welding and

one individual reviewing the instructor monitor

• Alternate for equal activity

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Performance Criteria

• Certification on a simple pass fail basis• Quality determined by actual review of samples

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Outcomes Performance

Welding Type 2F 3F 1G 3G Electrode 6010 7018 6010 7018 6010 7018 6010

Group 1 (TW) % Pass 91% 81.90% 54.60% 45.50% 45.50% 54.60% 36.40%

Group 2 (VR) % Pass 100% 100% 81.90% 81.90% 91% 91% 45.50%

In terms of Groove Welds (1G and 3G), VR group demonstrated a significantly higher level of Synthesis and Evaluation capability

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Performance Criteria

Experiment Details and Additional Outcomes

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Physical Measures

Primary Analysis: The investigation of Muscular Activation and Postural Analysis

Objective: Determine the degree to which groups move, respond, and develop when compared to expert welders

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Virtual Reality vs Traditional Weld Training Experimental Design (VR 50)Measurement – Muscle Activity

• EMG• Electromyography (EMG) is a technique for evaluating and

recording the electrical activity produced by skeletal muscles

• It detects the electrical potential generated by muscle cells when these cells are electrically or neurologically activated

• Analyzed using marker • based video analysis • (track body postures)

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Virtual Reality vs Traditional Weld Training Experimental Design (VR 50)Measurement – Muscle Activity

• Muscles• Deltoid• Trapezius• Extensor Digitorum• Flexor Carpi Radialis

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Measurement – Posture• Posture – Angles at joints

• Posture model and landmarksShoulder

R Elbow R WristR HandL Hand

L Elbow L Wrist

• Marker based video analysis• Attach small marker to their skin or tight fitting

clothing on the body landmarks

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Physiological Development Outcome

• VR and TW group members utilized muscles of importance in a way that was (highly correlated) similar to expert welders (3G and 3F)

• VR and TW groups were found significantly different from one another in overall muscle activation (1G)

• VR group more likely to adopt unusual body posture when compared to TW or expert welders

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Virtual Reality vs Traditional Weld Training Experimental Design (VR 50)Cognitive Development Outcomes

• VR group and TW group were not significantly different from one another in terms of their understanding of horizontal Filet Welds (2F)

• In terms of Groove Welds (1G and 3G) the VR group demonstrated a significantly higher level of synthesis and evaluation capability

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Team Interaction Evaluation

Four Dimensions of Team Learning

• Continuous improvement seeking• Dialogue promotion and open communication• Collaborative learning• Strategic and proactive leadership promoting team

development

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Dialogue Promotion and Open Communication

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Collaborative Learning

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2F

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1G

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3F

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3G

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Unintended Consequences

• Greater Impact on Cooperation/Teaming• Experimental Mindset (body posture)• The “Root Pass Phenomenon” (“The Quick Discard”)• The Competitive Challenge• Encourages Experimentation

“The VR machine provided a conduit by which participants were not only more likely to communicate, but more likely to value the communication and improve their skills.”

- Richard Stone, Ph.D.

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Teaching Challenges

• Acceptance – Broaden the Appeal• From Shop Floor to Executive Suite

• Integration• Curriculum

• Effective Delivery• Over Multiple Modes

• Transitioning to the Booth• Not only Virtual to Real, but also Theory to Practice

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Sources

• Stone, R.T., Watts, K., Zhong, P., & Wei, C-S.(2010). Physiological and cognitive effects of virtual reality integrated training.

• Stone, R.T., Watts, K., Zhong, P. (2010). Virtual Reality Integrated Weld Training.

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Chris BaileyLincoln Electric Company

May 10, 2011

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Virtual Reality The Revolution in Welding Training