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Laser sintering of polyamide lattice-based lightweight fairing components for subsequent racetrack testing requires a high quality and a reliable design. Hence, the purpose of this study was to develop a design methodology for such additively manufactured prototypes, considering efficient generation and structural simulation of boundary conformal non-periodic lattices, optimization of production parameters as well as experimental validation.

Multi-curved, sandwich structure-based demonstrators were designed, simulated and experimentally tested with boundary conformal lattice cells. The demonstrator’s non-periodic lattice cells were simplified by forward homogenization processes. To represent the stiffness of the top and bottom face sheet, constant isotropic and mapped transversely isotropic simulation approaches were compared. The dimensional accuracy of lattice cells and demonstrators were measured with a gauge caliper and a three-dimensional scanning system. The optimized process parameters for lattice structures were transferred onto a large volume laser sintering system. The stiffness of each finite element analysis was verified by an experimental test setup including a digital image correlation system.

The stiffness prediction of the mapped was superior to the constant approach and underestimated the test results with −6.5%. Using a full scale fairing the applicability of the development process was successfully demonstrated.

The design approach elaborated in this research covers aspects from efficient geometry generation over structural simulation to experimental testing of produced parts. This methodology is not only relevant in the context of motor sports but is transferrable for all additively manufactured large scale components featuring a complex lattice sub-structure and is, therefore, relevant across industries.

Construction suffers from “peculiarities” that concern the temporary natures of the construction site, project teams and unique product design. Considering the digital transformation of construction, new solutions are being investigated that can provide consistent data between changing projects. One such source of data manifests in the tracking of logistics activities across the supply chain. Construction logistics is traditionally considered a site management activity focused solely on the “back end” of projects, but an expanded logistics focus can unlock new avenues of improvement. This study aims to understand the requirements and benefits of such a consistent thread of data.

From a research project with one of Australia’s largest contracting companies, this paper details a series of construction tracking tests as an empirical case study in using Bluetooth low energy aware tracking technology to capture data across the manufacture, delivery and assembly of a cross-laminated timber structural prototyping project.

The findings affirm the tracking of expanded logistics data can improve back-end performance in subsequent projects while also demonstrating the opportunity to inform a project’s unique front-end design phase. The case study demonstrates that as the reliability, range and battery life of tracking technologies improve, their incorporation into a broader range of construction activities provides invaluable data for improvement across projects.

As a live case study, this research offers unique insights into the potential of construction tracking to close the data loop from final site assembly back to the early project design phase, thus driving continual improvement from a holistic perspective.

The purpose of this paper is to articulate how the user experience (UX) approach was initiated and integrated into the centre’s scope of operations with the objective of improving the e-learning layout on the D2L learning management system (LMS). One of the most effective ways to collect user feedback has historically been to evaluate user interfaces using strategies from user testing. The integration of a UX approach by the Centre for ODL Experiences (COLE) at Wawasan Open University has led to a more user-oriented design of FlexLearn by conducting user testing on students as the target users of the platform and gathering course leaders’ (CLs) feedback after the presentation of the new template.

Since the process of design and development is a looping process, the first user testing methods employed were observation and interviews, which were conducted over the course of numerous sessions. The data collection used a mixed-methods approach, combining quantitative demographic and background data with qualitative feedback from open-ended questions and real-time interview responses. A standardized questionnaire gathered demographic information, while questions for feedback forms and interviews were adjusted based on specific tasks to explore usability and user interactions comprehensively.

The findings revealed overall positive feedback, with some concerns highlighted by the students who claimed to have trouble navigating the courses during the initial prototype. In addition to the qualitative data from the user testing session, a quantitative method based on an online questionnaire was also utilised for the CLs after the presentation of the final layout. Positive responses were received from the CLs, and constructive suggestions were considered for FlexLearn 3.0.

This paper is among the first that articulates the process of initiating and integrating user-centred design in an effort to improve the user experience of online and ODL platforms and LMSs. It will contribute to a dialogue on investigating and prioritising learners’ ODL experiences to ensure education equity across all levels or categories of students, which aligns with the United Nations Sustainable Development Goals.

The integration of UX and user testing allows us to better identify what users like, their concerns and their needs. We gain important input on how easy or difficult it is to use the system, move around it and how much they enjoy using it. This feedback helps us make changes to the design so that the final product is more in line with what users want. It also allows us to discover problems before they become major, saving time and effort later on. Finally, integrating user input improves the LMS, delivering a more fun and successful learning experience for everyone.

User-friendly systems arise as institutions prioritise user-centred design, breaking down barriers for various learners. This develops an innovative culture, improving present learning experiences and setting a precedent for future generations. The emphasis on user demands helps to create a more accessible, adaptive and egalitarian educational landscape by connecting education with current technological trends. As education becomes more inclusive, the broader community benefits, emphasising the beneficial social impact of LMS user testing.

By articulating the process of integrating user testing on an LMS/e-learning prototype, helps us understand what users like, where they face problems and what needs improvement. By involving users in testing, we get valuable feedback on how easy it is to use the system, navigate around and overall, how much they enjoy using it. Case studies like this also offer universities concrete examples of real-world challenges and successes.

The purpose of this paper is to describe the approach for the design of cowlings for a new fast helicopter from the perspective of airworthiness requirements regarding high-speed impact resistance.

Validated numerical simulation was applied to flat and simple curved test panels. High-speed camera measurement and non-destructive testing (NDT) results were used for verification of the numerical models. The final design was optimized and verified by validated numerical simulation.

The comparison between numerical simulation based on static material properties with experimental results of high-speed load shows no significant influence of strain rate effect in composite material.

Owing to the sensitivity of the composite material on technology production, the results are limited by the material used and the production technology.

The application of flat and simple curved test panels for the verification and calibration of numerical models allows the optimized final design of the cowling and reduces the risk of structural non-compliance during verification tests.

Numerical models were verified for simulation of the real composite structure based on high-speed camera results and NDT inspection after impact. The proposed numerical model was simplified for application in a complex design and reduced calculation time.

Although ceramic additive manufacturing (AM) could be used to fabricate complex, high-resolution parts for diverse, functional applications, one ongoing challenge is optimizing the post-process, particularly sintering, conditions to consistently produce geometrically accurate and mechanically robust parts. This study aims to investigate how sintering temperature affects feature resolution and flexural properties of silica-based parts formed by vat photopolymerization (VPP) AM.

Test artifacts were designed to evaluate features of different sizes, shapes and orientations, and three-point bend specimens printed in multiple orientations were used to evaluate mechanical properties. Sintering temperatures were varied between 1000°C and 1300°C.

Deviations from designed dimensions often increased with higher sintering temperatures and/or larger features. Higher sintering temperatures yielded parts with higher strength and lower strain at break. Many features exhibited defects, often dependent on geometry and sintering temperature, highlighting the need for further analysis of debinding and sintering parameters.

To the best of the authors’ knowledge, this is the first time test artifacts have been designed for ceramic VPP. This work also offers insights into the effect of sintering temperature and print orientation on flexural properties. These results provide design guidelines for a particular material, while the methodology outlined for assessing feature resolution and flexural strength is broadly applicable to other ceramics, enabling more predictable part performance when considering the future design and manufacture of complex ceramic parts.

The purpose of the current study is to assess Omani teachers’ performance on tasks related to the stages of engineering design. To achieve this, data from an engineering design test was used, and demographic variables that are correlated with this performance were identified.

This descriptive study employed a cross-sectional design and the collection of quantitative data. A sample of preservice science teachers from Sultan Qaboos University (SQU) (n = 70) participated in this study.

Findings showed low and moderate levels of proficiency related to the stages of engineering design. Differences between males and females in terms of performance on engineering design tasks were found, with females scoring higher overall on the assessment. Biology preservice teachers scored higher than teachers from the other two majors (physics and chemistry) in two subscales. There were also differences between teachers studying in the Bachelor of Science (BSc) program and the teacher qualification diploma (TQD) program.

This study provides an overview, in an Arab setting, of preservice science teachers’ proficiency with engineering design process (EDP) tasks. It is hoped that the results may lead to improved instruction in science teacher training programs in similar contexts. Additionally, this research demonstrates how EDP competency relates to preservice teacher gender, major and preparation program. Findings from this study will contribute to the growing body of research investigating the strengths and shortcomings of teacher education programs in relation to science, technology, engineering and mathematics (STEM) education.

This study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).

The study employed a mixed-methods research design: The quantitative session features a pre–post-test control group study. In the qualitative aspect, the study conducted semistructured interviews for data collection. In the experimental group, the flipped classroom (FC) model and an instructional design are combined to design, develop and implement a physics course using the steps of the EDP, while the conventional method was applied to the control group. The respondents are students of the Department of Mechanical Engineering at Cao Thang Technical College in Vietnam for the academic year 2022–2023. The control and experimental groups are composed of 80 students each. An independent sample Mann–Whitney U test is applied to the quantitative data, while thematic analysis is employed for the qualitative data.

The results demonstrate a statistically significant difference between the experimental and control groups in terms of perceptions about learning science and physics using the EDP, which, when combined with a FC, enhances physics learning for engineering students.

This study implemented the EDP in teaching physics to first-year engineering students in the Department of Mechanical Engineering using the combined FC and instructional design models. The results revealed that a difference exists in the perception of the students in terms of integrating the EDP into learning physics between the experimental and control groups. The experimental group, which underwent the EDP, obtained better results than did the control group, which used the conventional method. The results demonstrated that the EDP encouraged the students to explore and learn new content knowledge by selecting the appropriate solution to the problem. The EDP also helped them integrate new knowledge and engineering skills into mechanical engineering. This research also introduced a new perspective on physics teaching and learning using the EDP for engineering college students.

The research findings are important for teaching and learning physics using EDP in the context of engineering education. Thus, educators can integrate the teaching and learning of physics into the EDP to motivate and engage student learning.

Using the EDP combined with a FC designed under stages of the analyze, design, develop, implement and evaluate (ADDIE) model has enhanced the learning of physics for engineering college students.

The purpose of this paper is to present a methodology for research through game design and discuss how simulation games can be used to bridge the gap between operational exercises and simulation or analytical modelling and to provide guidelines on how simulation games can be designed for different research purposes in the context of humanitarian logistics.

This paper combines a literature review on gaming as a research method with an analysis of requirements for humanitarian logistics research methods. Starting from this theoretical framework, the authors develop a design thinking approach that highlights how games can be used for different research purposes. To illustrate the approach, the authors develop two different game set-ups that are of increasing fidelity and complexity. Finally, the authors discuss the results of the evaluation of both approaches, reflect on the design choices and provide recommendations for research and practice.

Gaming is a suitable research method to explore and analyse behaviour and decisions in emergent settings that require team work and collaborative problem solving. Especially when safety and security concerns may hinder access and experimentation on site, gaming can offer a realistic and engaging quasi-experimental environment. The aspects of engagement and realism also make gaming a suitable tool to combine training and research.

Although the use of games has attracted some attention in commercial supply chain management and crisis response, there is no systematic overview of gaming as a research method in humanitarian logistics. This paper is set to make a headway in addressing this gap by proposing a concrete approach to design games for humanitarian logistics research.

This study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.

Lesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.

Students' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.

There is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.