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This project resulted in the development of a novel approach to instruction using laser scanners. Manufacturers widely use laser scanners to capture details of existing objects. Scanners analyze the built environment by collecting data on shape and appearance. The resulting data is frequently applied to develop digital three-dimensional models. (Ebrahim, 2015). Laser scanners use laser beams to create a three-dimensional point cloud. The scanner sends out a beam and calculates the resulting point cloud information based on the time the beam returns to the scanner. These point clouds allow users to derive accurate details on the mapped area's dimensions.
Laser scanners are frequently used in industrial settings for manufacturing equipment layouts. Scanners are also used in the design of large products such as vehicles. Product manufacturers often employ reverse engineering
to produce digital models using laser scanning (Sarvankar & Yewale, 2019). Laser scanners are widely used in aerospace, manufacturing, law enforcement, and construction industries to capture details and create models of existing objects.
Given the utility of laser scanning, engineers should be knowledgeable about scanning theory and application. Some engineering personnel or technicians need to gain proficiency with scanners. Staff turnover necessitates the training of new scanner operators from time to time. Limited access to instructional scanning instruments presents a challenge when training operators or when instruction is offered remotely, as limited access to the equipment can impede the accomplishment of stated learning objectives.
Learning through a digital prototype is, in many ways, like simulation gaming. The goal of gaming is to simulate a decision-making process and demonstrate the consequences of incorrect decisions. Kriz (2003) defines games as "the simulation of effects of decisions made by actors assuming roles that are interrelated with a system of rules and with explicit references to resources that realistically symbolize the existing infrastructure and available resources." Participants must solve a stated problem while adhering to a set of rules. Often a reflection phase is needed when teaching specific skills through gaming simulation. During reflection, participants can apply the knowledge acquired during the gaming simulation to the real world.
Training exercises have been demonstrated to be critical to gaining competence as part of knowledge transfer for complex skills. Advanced computing has recently enabled the integration of more serious games and simulations in skill training. These tools have increased dramatically for complex, time-critical training and involve high risk. Simulators can now provide the learner with visualizations of the environment and the dynamics related to the user's actions (Aronsson, Artman, et al. 2021).
Educational requirements and expectations of students have evolved rapidly in the current decade. Young workers have experienced technology as an essential part of everyday life. This has caused both students and workers to demand learning experiences that are engaging, motivating, and immersive. Virtual and augmented reality, enhanced by gamification tools, help fill the need for such experiences applied to learning both theory and hands-on skills. Mixed reality tools, enriched with gamification elements, have increased students’ engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning success (Lampropoulos & Keramopoulos, et all).