This project promotes i3D learning in VET, intercultural awareness, tolerance through learning and communication with i3D and provided with rich learning experiences in VET schools and in the business sector. It is supported the basis of European training and development projects. It is an innovative project supported by active citizenship, depper cooperation, coupled with guidance and the learning opportunities with European dimension in the new educationally environment. The purpose of the proposed project is to develop an interactive three dimensional (i3D) contents and course materials for hydraulic-pneumatic, electro-hydraulic, electro-pneumatic and mechatronic courses which are usually taught theoretically by using limited number of experimental sets in the college and undergraduate curriculum; design i3D based classroom environment; and examine the effect of developed learning materials on teaching-learning process by using prepared measurement tools. Moreover, it is aimed to facilitate students' collaborative learning, analysis, discovery, evaluation, role-playing and problem-solving skills by using i3D environment which includes immersive, authentic, active, constructive, and encouraging learning activities. By this way, teaching activities could be carried out anytime and anywhere by the course content which can be used on different i3D platforms, and scenarios which could lead to higher cost and could be dangerous or difficult for students to have the opportunity to practice in real life can be applied. As a result, proposed project aims to support learning and human-oriented education system by using unique learning technologies. Rapid increase in the use of technology for teaching and learning requires the development of new disciplines and pedagogical tools. This is an important issue which changes the way educators think and the way they teach. It is well-known that İ3D modeling makes abstract and complex topics easy to understand, offers different perspectives to those topics, ensures active participation of students, facilitate critical thinking skills of students and increases students achievement. Despite many advantages, the most important advantage of these environments is that each scenario can be handled by each user. By this way, it is possible the creation of behavioral profiles, summarizing, recording of the conditions in the classroom, and analysis which could not be achieved within the traditional learning environment. In traditional engineering education, while instructors have a difficulty in the transfer of theoretical information during teaching, learners have a difficulty in seeing the internal structure of devices and tools, comprehending the working of the systems, and visualizing in their mind. In addition, education costs increase because of the materials needed for engineering education which requires application. Nowadays, students’ learning needs, demands, motivations and behaviors have been changing rapidly. For the changing learning needs and expectations of these students, more effective and efficient learning process should be planned, integration of new technologies, and inclusion of digital natives is needed. In this sense, this project is original in terms of the development of i3D course content which is different than traditional educational applications, the possibility of using the developed content on different 3D digital platforms and carrying out the teaching activities anytime, anywhere. Developed learning materials will be available for students in 3D learning environment and in different 3D digital platforms. Guided by design-based research, the effect of I3D course contents on teaching and learning process, academic achievement, and attitudes towards course will be investigated both qualitatively and quantitatively. At the end of this study, it is aimed to develop I3D course content to be used for engineering education, hydraulic-pneumatic, electro-hydraulic, electro-pneumatic and mechatronic courses, and by this way it is aimed to provide positive contribution to the performances of students. It is planning to develop an innovative teaching model proper to students learning styles in the immersive 3D classroom environment which provides real-life sense of touch by 3D glasses. Towards a vision for Turkey, competent in science, technology and innovation, productive, having value-added activities based on brainpower; this project will contribute to the goal of making our country “producer” in education by supporting our country’s technology development capability in the field of education and therefore eliciting economic and social benefits. Gained knowledge and infrastructure throughout the Interactive 3D course content development project will lead to initiate new Research and Development activities.
The digital transformation of Industry 4.0 has a significant impact on both vocational training, academic training, technical curricula and training in production environments. Production systems that are rapidly digitizing and expect new skills and competencies from their employers. At the same time, companies forced to take precaution because of new technological advances such as the Internet of things, wearable and augmented reality, the advancement of workplace learning and education towards Industry 4.0. On the one hand, there is a strong need to educate and strengthen the workforce due to the change in technology, while on the other hand, there are risks and challenges that must be overcome to motivate employees for this change. Lifelong learning and the development of professional competence is always a problem. This problem has continued until today. Therefore, education and training should be effective, efficient and attractive, and learning processes need to be improved. With this project, it is aimed to model vocational and technical education curricula with AR / VR technology in order to make the difficult and complex mechanisms understandable, realistic and motivating. At the same time, it is aimed to prevent occupational accidents in hazardous occupations, to reduce scrap costs and to improve production quality. It is aimed to provide a vision to companies and vocational education institutions about the emerging opportunities by investigating the effects of the new digital individual learning model on workplace learning and education. In order to achieve this aim, Hydraulic-Pneumatic circuit elements, which are used in different sciences such as machinery, electrical-electronics, construction and automation engineering, have been converted to user decision supported digital content. Users can use these contents individually and perform their individual learning in any digital environment regardless of time and space. There are two Intellectual Outputs in the project: 1-10 hydraulic and pneumatic circuit elements are modeled with Augmented Reality (AR) technology and textbooks are developed for use in vocational education, engineering education and factory academic education departments. The textbook is prepared in Turkish, English, Italian, Hungarian and Polish. In the Augmented Reality (AR) textbooks of Based Hydraulic and Pneumatic, there was 10 hydraulic and pneumatic course content supported by user decision. To assist students in the learning process, “Gear pump, Vane pump, Piston Pump, Pneumatic Piston, And Valve, Or valve, Timing valve, Air filter, Lubricator, Pressure control valve, Quick Exhaust Valve, Check valve and 5/2 Direction control valve are modeled and supported by AR. People can examine, detonate, assemble and simulate the operating principle of the hydraulic and pneumatic contents of the mechanical systems presented in the book by using mobile phones or tablets. 2-Virtual Reality (VR) based training laboratory consisting of workstation computer, virtual reality glasses, sensors, VR controls, 3D stereo glasses, projection, and sound system has been established for the labor force training of Türk Traktör factory. In the VR learning environment, real products that have each of at least 90 components and be used hydraulic circuit elements are modeled as impressive, immersive and motivating to be used for training workers. The company developed technical sign language for the use of the hearing impaired employees and the training content was supported by the sign language translator. These products have been determined by considering customer complaints and internal quality reports with the quality unit of the company. 70 hearing impaired employees, more than 400 workers, trainee students, tractor technical service employees, and visitors have used the applications in this laboratory. The company made additional investments in VR contents as a result of the research activity carried out within the scope of the project's output-2. Within the scope of Output-2, the effect of VR training contents on learning performances of factory field workers who had no previous assembly and VR experience was investigated. The research was carried out with 112 volunteer field employees working at TürkTraktör Ankara Facilities. In the research, random design with pretest-posttest matched control group and random design with posttest control group were used. In the experimental and control groups of both designs, technical staff of 28 company employees took part. One of the group was trained with VR-supported training content and the other group was educated according to traditional methods with the foreman. The group of 56 people was randomly chosen and some of them performed assembly with VR contents and some of them with traditional methods. The results of the research showed that the use of VR content in education is much