A brush coating skill training system for manufacturing education at Japanese elementary and junior high schools

In manual training classes at Japanese elementary and junior high schools, many schoolchildren have an awareness that they are not good at manufacturing, and the negative feeling is considered to be due to the shortage of teacher’s manufacturing skill. Audiovisual learning materials are usually used to support the teacher’s manufacturing ability, but in the manufacturing training, audiovisual information is insufficient to convey the certain manufacturing skill. Previously, there have been some research efforts supporting to obtain the particular manufacturing ability. On the other hand, a manufacturing skill training system for elementary and junior high school education has not been addressed enough. Therefore, this study aims to develop a system for supporting teachers of the manual training class at Japanese elementary and junior high schools and especially focuses on brush coating skill, a traditional manufacturing skill with the great necessity to success. The proposed system consists of hardware and software system; as the hardware system, a measurement equipment of brush coating motion was developed using PHANTOM Omni, and as the software system, 3D graphics application to reproduce the records of user’s brush coating operation was designed. Additionally, this paper evaluated each trainee’s brush coating motion and analyzed the relationship between trainees with a torus self-organizing map where the mapping result is for giving the same kind of instruction to trainees who have similar habit and skill level. From the experiments, the effectiveness of the proposed system was shown.     

基于力觉交互的高速率精准操作技能训练方法

介绍了用力觉交互技术进行手眼协调高速率精准操作的动作技能训练方法。提出了记录播放和轨迹智能导引两种培训模式。在记录培训模式中,采用PD控制的方法使学员被动感受专家的运动信息。在智能导引纠正模式中,学员主动操作交互设备,计算机根据学员的操作情况控制交互设备输出导引力或纠正力。最后,采用Omega 3DOF建立了具备触觉显示和图形显示功能的“信封靶”描绘技能训练系统样机平台,分析了力模型参数对系统稳定性的影响。实验结果证明了培训方法的可行性。     

排爆作业机器人模拟训练系统研究

介绍了一种排爆机器人模拟训练系统．该系统提供了友好的人机交互界面,使操作人员可以进行各种模拟训练,并提高操作水平．重点介绍了该模拟训练系统的体系结构及关键实现技术,包括排爆机器人及其工作环境的建模方法、机器人运动学和动力学简化模型、碰撞检测和技能评定等．通过实验,证明了该模拟训练系统的可行性和有效性．     

Use of the ISD model in designing on-line courseware for CAD operator training

Designing effective interactive courseware to teach computer graphics to Computer-Aided Design (CAD) users, from entry-level drafters to senior engineers, requires a step-by-step methodology. Proper training can provide long-term improvement in production rates and cost savings. The question is how to provide the most effective training. A host of problems inherent with traditional training methods, from poor scheduling and class logistics to questionable course content, may decrease learning rates. The majority of existing software documentation can serve as reference, but is usually inadequate as an instructional tool. Classes provided by the vendor are too short—averaging one week.

An effective way to solve many of these problems is to use the Computer-Aided Design system itself to deliver the instruction. Computer-Assisted Instruction (CAI) offers many benefits over conventional stand-up lecture or textbook methods. CAI in itself, however, is not sufficient, since the courseware must indeed teach what it is supposed to teach to be of any value.

One useful systematic method to help ensure a quality CAI program is found in the Instructional Systems Development (ISD) model. The ISD model is a five-phase procedure based on general systems theory. First, the specific jobs or tasks for which the trainees are being prepared are analyzed. Next, the design phase of the instruction is started by outlining the training objectives as derived from the task analysis. Learning strategies are developed around the existing skill level of the trainee. The instruction is delivered, and an evaluation instrument is created to determine effectiveness.     

Towards Industrial Application of Intelligent Training Systems

Computer-based training is an area where knowledge-based techniques enable us to achieve new system functionalities which cannot be attained with conventional techniques. Knowledge-based training systems can adapt the course, the lesson and the instructional strategy to the needs and attitude of the individual trainee, so as to obtain a completely individualised instruction. Due to these capabilities they are known as Intelligent Training Systems (ITSs). After their introduction in the mid-eighties with their first successful application in the military sector, ITSs are now mature enough for practical use in civil applications.
This paper presents the experience gained by the authors over the last decade through the realisation of two industrial prototypes in different sectors and the recent development of a full-scale application. Such experience led to a specification methodology and to a development framework which now provide a solid baseline for the industrial application of the ITS technology.     

Development of instructional strategy of computer application software for group instruction

This study was designed to develop practical and effective teaching strategies of computer application software for group instruction at Tamkang University. The assumption was that practical strategies for learning computer application software that were highly organized, provided hands-on learning, and proceeded in small steps would be successful in increasing the skill level of students. It utilized the cognitive concept of “scaffolding” that novice should be assisted at the beginning and promoted to self-learning. At the first stage, students and instructors evaluated four Microsoft PowerPoint instructional CD-ROMs and an instructional CD-ROM was developed according to the designing principles of the evaluation. Secondly, interviews were employed to gather data from the instructors and students of introductory computer courses. Based on the criteria defined by literature review and interview, instructional strategies for computer application software learning for group instruction were developed. These strategies and designing guidelines were further implemented and revised by selected instructors. Formative evaluation of instructional strategies and designing guidelines for instructional CD-ROM were conducted with participant observation and interview. Instructional strategies, which included motivation, organization, demonstration, practice, and transfer stages, were developed for evaluation. After the evaluation, instructors reported that these strategies provided them a systematic and efficient approach in designing their instruction and the instructional CD-ROM were helpful to the group instruction process. The students concluded that the new instructional processes were more motivating, organized and interacting. However, students suggested they need more time for practice during group instruction. They recommended that the instructional CD-ROM could take the major role of individualized instruction after 4–6 h of group instruction.     

A sensor-aided self coaching model for uncocking improvement in golf swing

This paper describes an autonomous kinematic analysis platform for wrist angle measurement that is capable of evaluating a user’s uncocking motion in his or her golf swing and providing instructional multimodal feedback to improve his or her skills. This uncocking motion, which is a characteristic movement of the wrist during the golf swing, is an important factor in achieving accurate ball hitting and long driving distances, but is difficult to measure. In order to efficiently compute the wrist angle for uncocking evaluation, we present a sensor-based intelligent Inertial Measurement Unit (IMU) agent that collects three-dimensional orientation data during the golf swing from two IMU sensors placed on the forearm and on the golf club. It accurately analyzes changes in wrist angle to detect uncocking throughout the sequence of golf swing motions. In this paper, we first introduce the design considerations based on the concept of the uncocking motion and explain the system architecture with the sensors used for quantitative measurement and qualitative feedback generation. Then, we illustrate the detailed algorithms for wrist angle computation, golf swing motion segmentation based on key pose detection, and uncocking evaluation. A multimodal feedback-based user interface for our system is also presented. Experimental results show that the proposed system has the ability to accurately calculate the wrist angle in real time and also that it can be applied to a practical self-coaching system to improve the uncocking motion.     

The effects of an intrinsically motivating instructional environment on software learning and acceptance

Abstract The most important goal of computer software training and interface design has been to help users learn and use software effectively. While research has provided useful information about how to achieve this outcome, it appears to have overlooked the contribution that ‘fun’ and ‘motivation’ can add to learning. This study develops and tests a model of the relationship between intrinsically motivating software instruction and two outcome variables — learning performance and perceived ease of software use. The researchers manipulated two design variables to create learning environments that were either high or low in intrinsic motivation. One variable, the computer interface, consisted of either a direct manipulation interface (the Macintosh Finder), defined as being high in intrinsic motivation, or a command-based interface (disk operating system — DOS), which was less motivating. The second design variable, training method, also consisted of two categories — exploration training (more motivating) and instruction-based training (less motivating). Additionally, the study evaluated the motivational impact of one individual characteristic — cognitive spontaneity. Results of a laboratory experiment indicated that subjects using the direct manipulation interface found the learning experience more intrinsically motivating and performed better in hands-on computer tasks than in command-based subjects. Also, subjects who were high in cognitive spontaneity were more likely to report the learning experience as intrinsically motivating. Learners who reported high levels of intrinsic motivation performed better in hands-on tasks than those who did not, and perceived the software as easier to use. Exploration training, however, failed to exhibit a positive relationship to intrinsic motivation. These results suggest that an intrinsically motivating instructional environment can lead to improved software learning and performance. This is explained in terms of four key dimensions spanning multiple theories of intrinsic motivation: challenge, curiosity, control and fantasy.     

Can CAL link the theory and practice of instruction?

Typically instructional decisions reflect experience more than theory, and learning theory falls short of successful practice. Successful teaching is dynamic. It requires instructional planning skill and ability to adapt to changes in student's capability. Good teachers monitor effects of instructional decisions on students and modify their lesson plans to improve instruction. Such feedback-controlled instructional design can link theory and practice but is a difficult skill to acquire without classroom trial-and-error.EDSIM is a CAL facility which provides practice in feedback-controlled instructional planning. It also may be used for research on instructional design. EDSIM can compress considerable teaching experience into a short period so that users can acquire the requisite flexibility in lesson planning. EDSIM simulates a class of 30 students. The users, as teacher, plans lessons which are submitted to the computer model. It updates submodels for each student and presents educational assessments after each simulated lesson. Users develop competence in instructional planning and an appreciation of CAL. Researchers can study effects of different factors.     

Programmed instruction and interteaching applications to teaching Java™: A systematic replication

Students in a Java computer programming course completed a programmed instruction tutor and an interteaching session to learn a Java computer program as the first technical training exercise. The program presented a text string in a browser window. Prior to the interteaching session, students completed a tutorial that included exemplars of a test of rule-governed performance that was administered on three different occasions during this initial learning. Students showed progressive improvements in test performance and software self confidence, although the gains observed during interteaching did not always transfer to a subsequent quiz. The reported backgrounds of the students were found to relate to the knowledge acquired from the several instructional tactics. The replication shows the value of using several different instructional media successively to help students achieve skill and confidence.     

The effects of a Web-based training in an instructional systems design approach on teachers’ instructional design behavior

Deficiencies in instructional design skill have been identified as a possible cause for the problems teachers of Dutch Polytechnics experience in designing competency-based education. This research investigates the effects of an Instructional Systems Design (ISD) training on teachers’ instructional design behavior. Thirty-six teachers from 16 Dutch Teacher Training Colleges received 20 hours of web-based training either in an ISD based condition or in an experience-based design condition (EXP). In the ISD condition teachers were trained to apply the Four-Component Instructional Design Model (4C-ID model) of Van Merriënboer (1997). Englewood Cliffs, NJ: Educational Technology Publications, in the EXP condition the teachers were trained to optimize their own approach. The results supported the hypotheses, indicating that the ISD-based training resulted in a higher quality of design and was evaluated more positively than the EXP approach. These findings suggest that training in an ISD approach can effectively support teachers’ instructional design strategies.     

An exploratory study of the value of pretraining end-user participation

Although software training is widely seen as an essential contributor to the productive use of computers in organizations, research has not focused on identifying the processes through which software trainers assess end users' training requirements. This research draws from self-regulation theories to examine the impacts of pretraining end-user participation on the outcomes of software training. Self-regulation theories aim to explain why individuals behave in a certain manner in an organizational context. Pretraining end-user participation consists of a pretraining interview designed to learn the needs of the trainee, and to gain insights into a training design that can make learning the target software more relevant to the trainee. The context of the study was a training programme for a database retrieval software package in a medium-sized manufacturing company. Approximately half the trainees were involved in the pretraining interview process. Trainees also received one of two training approaches, either applications-based (relevant problem focused) or construct-based (generic training approach) training. Data were gathered from questionnaires, quizzes and interviews. Although no clear differences were found, the data indicate that pretraining end-user participation should be considered a potentially effective tool in enhancing training effectiveness. Pretraining end-user participation is more likely to suggest who will or will not use a software application after formal training, provide a more realistic view of the content and usefulness of the training, and facilitate motivation planning and management. The paper discusses some potential critical success factors for making pretraining end-user participation more effective.     

Cognitive engagement with a multimedia ERP training tool: Assessing computer self-efficacy and technology acceptance

Computer self-efficacy (CSE) is a person's judgment of his or her ability to use a computer system. We investigated cognitive engagement, prior experience, computer anxiety, and organizational support as determinants of CSE in the use of a multimedia ERP system's training tool. We also examined the impact of CSE on its acceptance. We determined the benefits of a sequential multi-method approach using structural equation modeling and neural network analysis. High reliability predictions of individual CSE were achieved with a sequential multi-method approach. Specifically, we obtained almost 68% perfect CSE group prediction overall, with almost 85% perfect CSE group prediction using fuzzy sets and over 94% accuracy within one group classification. The resulting CSE assessment and classification enables management interventions, such as allocating users to appropriate instruction for more effective training.     

Interactive painterly rendering with artistic error correction

An artist’s painting is affected by factors such as how he observes objects, his skill in using a brush and materials, and the experience that allows him to correctly apply his skills. The process inevitably results in mistakes contrary to the painter’s original intention. This is a distinguishing factor between painting and photography, but this is the essence of the beauty of painting. The inadequacy of a human being to make a painting exactly as he pleases (as a photograph creates a direct representation of itself) is the starting point of creating a creative work. This paper explains the algorithm that reproduces human errors, as well as the stroke data collection method. Although the results of this research are mainly stylized renderings of modern oil paintings, they have unlimited scalability, in that they can play the role to perform a basic framework. These allow the experimentation with many painting styles through the modification of input data and error generation algorithms.     

Virtual reality training system for maintenance and operation of high-voltage overhead power lines

The maintenance of high-voltage overhead power lines involves high-risk procedures; the accidents involving live lines maintenance can be lethal. This paper presents the architecture and main features of a novel non-immersive virtual reality training system for maintenance of high-voltage overhead power lines. The general aim of this work was to provide electric utilities a suitable workforce training system to train and to certify operators working in complex and unsafe environments. The developed system has three components: the virtual warehouse, interactive 3D environments, and a learning management system. The workforce training system consists of thirty-one maintenance maneuvers, including the application of different techniques and equipment designed for various structures. Additionally, the system, using 3D animations, illustrates the safety conditions required before starting the maintenance procedures. To fit the worker’s different skill levels, the system has three operation modes: learning, practice, and evaluation, which can be accessed according to the trainee’s level of knowledge. The system is currently used to train thousands of overhead power lines operators of an electric utility in Mexico. The system has demonstrated to be a cost-effective tool for transferring skills and knowledge to new workers while reducing the time and money invested in their training.     

Double‐fading support — a training approach to complex software systems

Abstract A new approach to software training is presented, the so‐called Double‐Fading Support (DFS) approach. According to this approach, which is based on Carroll's training‐wheels idea and on cognitive theories of skill acquisition, two types of user support when learning to use a complex software system — locking the software's functionality and detailed guidance — are faded out gradually during the training course, so that the learners are able to use the complex software with minimal instructional support at the end of the training. Two 30‐hour training experiments with two different CAD software systems and CAD‐inexperienced university students were conducted. The results of Experiment 1 with 88 participants indicate the effectiveness of the DFS‐approach for CAD software with a deeply structured menu system. Participants working with the initially reduced software outperformed participants of the full software functionality group; additionally, participants of the slowly faded guidance group outperformed participants receiving medium, fast or no fading of guidance at all. Results of Experiment 2 with 120 participants, however, indicate less effectiveness of the DFS‐approach for an icon‐based CAD software in which most of relevant functions are permanently visible to the user. It seems that the two factors (fading out the locking of software's functionality and fading out detailed guidance) overcompensate each other.     

机器人在全口义齿制作中的应用研究

全口义齿机器人制作系统的研制是将机器人应用于口腔修复医学的一次大胆尝试 ．它将口腔医生的丰富经验和牙科技师的熟练技术融合于专家系统软件中,并由机器人完成 复杂的义齿种植的工作．该系统可以根据患者的颌弓形状自动为患者设计和制作出一套适合 的全口义齿,提高了全口义齿制作的质量和效率．本文介绍了全口义齿机器人制作系统的硬 件部分的基本结构,及专家预排、三维显示和人机交互式调整、轨迹规划和控制等软件模块 ．完成了系统的初步试验,实现了系统的基本要求．     

An intelligent computer-assistant for stylistic instruction

This article describes an intelligent computer-assisted language instruction system that is designed to teach principles of syntactic style to students of English. Unlike conventional style checkers, the system performs a complete syntactic analysis of its input, and takes the student's stylistic intent into account when providing a diagnosis. Named STASEL for Stylistic Treatment At the Sentence Level, the system is specifically developed for the teaching of style, and makes use of artificial intelligence techniques in natural language processing to analyze free-form input sentences interactively.An important contribution of STASEL is its ability to provide stylistic guidance according to the specific writing goals of clarity and conciseness. In an attempt to remedy some of the deficiencies of existing instructional software, STASEL's design demonstrates how stylistic instruction can be effectively computerized, while laying the groundwork for the creation of intelligent tutoring systems for teaching writing.Graeme Hirst is an associate professor of computer science at the University of Toronto. He is the author of Semantic Interpretation and the Resolution of Ambiguity (Cambridge, 1987), and many papers on natural language understanding.Julie Payette received her B.Eng. in electrical engineering from McGill University (1986) and her M.A.Sc. from the University of Toronto (1990). She has recently been selected as a Canadian astronaut, and is currently training at the Canadian Space Agency in Ottawa.     

Catheter manipulation training system based on quantitative measurement of catheter insertion and rotation

How to preserve the catheter without any modifications and improve the precision of manipulation in the catheter-based endovascular intervention remains a challenge for quantitative training and evaluation. This paper presents an optical sensor unit to measure catheter motions based on the working principle of Laser Doppler, which allows for catheter motion measurement with non-contact detection and supports medical training and evaluation without modifications on the catheter. Then, calibrate this sensor unit and implement recording of catheter motion. Next, propose a training system by tracking the reference trajectory based on an expert’s skill, and provide visual feedback to improve the precision of catheter manipulation. Eight subjects were trained for catheter manipulation with this system. Among them, six subjects improved their catheter manipulation of linear motion, and seven improved the catheter rotational motion.     

《数字逻辑》课程实验教学模式改革研究

实验教学是《数字逻辑》课程教学中的重要环节。通过对比新旧两种不同实验方式,提出"软""硬"结合,分阶段逐步推进的实验教学方案,以及相适应的新的教学方式。这种新的实验教学模式重点培养学生系统设计、分析能力,充分锻炼学生的动手实践能力,并提高实验教学的效率。