Team develops machinist training integrating VR, gamification

af_istocker/iStock/Getty Images Plus

In the coming years, thousands of skilled machinist job openings will need to be filled. Labour trained by local academic and workforce programs are expected to fill only a small percentage of that number. Shortages will occur because of retirements, but also because fewer people are seeking positions in the field.

Local academic researchers and industry partners are developing new training options to fill the expected gaps—integrating gaming and virtual reality (VR) to appeal to a younger generation of manufacturing professionals.

At the Rochester Institute of Technology (RIT), researchers Rui Liu and Yunbo Zhang have received a US$650,000 grant from the National Science Foundation’s Advanced Technology Education (ATE) program as part of its focus on the future of work and the integration of technology with training and learning. The project uses new technologies such as artificial intelligence (AR) and VR to help trainees by increasing skills needed in industries today and allowing for those who may be deaf or hard of hearing better access to career fields in need of machinists.

“Is there an easier way to get machinists trained? We are looking to bridge the gap between supply and demand, those interested and the companies that need skilled people to fill these important jobs,” said Liu.

“This area is very special, and this is a cross-college, multiple-institution project that includes different sectors of the workforce because the nature of this problem is not something that only one department or one sector can solve. We have included people we think are essential to solving this problem,” added Zhang.

Project members are developing and field testing a set of training modules based on the cognitive apprenticeship model—instruction that combines formal coursework and apprenticeships—for learning complex skills coupled with AI and virtual/augmented reality.

Machining is a skillset needed to build and produce precision parts. Learning often begins with an apprentice working side by side with a seasoned professional. Trainees practice with supervision until they are able to work independently, often taking a year or more to master equipment and processes.

“Components of the program focus on modernizing machining education programs with new technologies,” said Liu. “We have integrated a lot of new technologies into this training program, including gamification. This a new concept. We think this might be the thing that attracts young people into industries. We are also adding some online training. For some prospective students from rural areas, it may not be easy to get to the area.”

Plans include preparation of customizable materials for some independent study, but also for integrating human behavioural considerations to better understand trainees’ background. Modules can provide information to fill gaps and update skills needed to address Industry 4.0 topics, such as automation and monitoring, sustainable machining, and cybersecurity. But the core focus is on consolidating skills and requirements.