Using mixed reality technology to enhance the collaborative learning experience of diverse engineering teams

Abstract: While the wave of industry 4.0 sweeping the manufacturing world, the training of future engineers to prepare for working within a globalized high-tech assisted team will be a worldwide challenge for the organization (Schuster et al., 2017). To ingratiate the need for such a working environment in the context of an increasingly becoming hybrid workplace (both virtual and in-person requirements of performing in an international collaborative team), organizations need to equip their employees with skills and abilities needed to successfully collaborate and work in diverse global teams in order to surmount cultural and distance barriers which hinder team building and effective communication in global teams (Chen et al., 2021).
Collaborative learning is a learning approach that enables learners to learn in a small group environment, they work together to solve problems, build relations, and develop individual skills in the group environment (Laal & Ghodsi, 2012; Qureshi et al., 2021). The team-based collaborative learning traditionally requires face-to-face communication to share knowledge and solve problems together. The restraint of distance then can be partially solved by the internet and virtual communication technology. However, learning in the online learning platform show significantly less engagement in collaboration, and learners are more likely to communicate with culturally similar others (Dumford & Miller, 2018). Besides, the online platform can only present theoretical knowledge and assist group discussion, learners lack the opportunity to practice their technical skills with team members. While virtual reality (VR) technology can assist collaborative tasks with virtual hands. However, the avatars used in the virtual environment lack facial expressions which are crucial in team communication and may impede the understanding of the underlying message conveyed with expressions and body language (Mast, et al., 2018; Smith & Neff, 2018).
Advances in Mixed Reality (MR) enable interdisciplinary teams across the globe to work collaboratively on projects requiring technical skills through a shared space physically and/or virtually. MR merges the real environment and virtual environment to provide a hybrid platform for interaction through manipulating virtual objects by using realistic gesture-based interaction. The visualization of 3D models on real or larger scales enables realistic and intuitive experiences while enabling individuals to remotely collaborate as teams.
We propose a research study to measure the effectiveness of MR in helping learners develop collaborative skills in global engineering teams. Specifically, we design an MR simulation in which teams composed of three members work remotely to complete engineering-related tasks in real-time applying their technical knowledge, skills, and abilities while developing team skills such as knowledge sharing, debriefing, and feedback exchange (Crans, et al., 2021). Prior to participation in the MR simulation, a pre-test is given to each team member which includes items related to simulation content to measure their knowledge, their existing team experiences, their familiarity with MR and other immersive platforms, and their perceptions around remote teamwork. The simulation is composed of an introduction, a training simulation, and a group activity. The introduction section serves as an orientation for the team to get familiar with the MR environment by practicing necessary MR hand gestures and interaction functions. Upon successful completion of this part, learners move to work together to assemble a technical machine model. Instructions to assemble the model are provided in the training section including video, animated 3D models, and text explanations of the machine parts. When the model assembly is completed, a collaborative work is required to run the machine built as part of the simulation. For data collection, participant interactions and conversations are recorded while biometric sensors are used for head-gaze and heart rate to measure participants’ involuntary reactions. At the completion of the simulation, they engage in qualitative self-report reflections about their experience in the simulation. Two weeks after the completion of the simulation, they are given a posttest. The results of the proposed research will provide new insights as to the affordances of this new innovative technology for HRD.
The MR technology enables interaction with virtual team members with real-time facial expressions and body movements. The socially presented feature encourages the communication and engagement of the collaborative learning experience in a global diverse team. Despite the advantages of experiencing immersive hands-on training without distance restraint, MR technology is still relatively new. Organizations need to take the cost of time and resources to train employees to become familiar with the technology into consideration as well as the readiness of employees in accepting MR.