Automobile maintenance simulation training system and method based on virtual technology

Abstract

The invention discloses an automobile maintenance simulation practical training system and method based on a virtual technology, and relates to the technical field of automobile maintenance practical training, and the system comprises a general module which is used for managing the attendance, courses, scores and user information of an academic soldier; the simulation training resource management module is used for developing, importing, checking, removing and printing simulation training resources; the virtual disassembly and assembly module is used for learning disassembly and assembly of different instrument components in the maintenance process; the simulation maintenance module is used for learning maintenance steps of whole vehicle maintenance and classic fault cases; and the examination training module is used for carrying out theoretical and practical training examinations according to the learning content and providing multi-person collaborative maintenance subject training. The flexibility and convenience of automobile maintenance teaching are improved by utilizing a high-precision simulation model based on the virtual reality technology, the input cost of teaching hardware is reduced, and meanwhile, the practical training process is safer.

Description

Technical Field

[0001] The present invention relates to the technical field of automobile maintenance training, and particularly to an automobile maintenance simulation training system and method based on virtual technology. Background Art

[0002] With the development of virtual simulation technology, a new teaching method has emerged in the field of education - virtual simulation teaching. That is, using physical objects or computers to simulate real situations for students to explore and learn in the simulated situations. This teaching method is vivid and helpful for improving students' interest, enabling students to enter the corresponding situation in a short time and truly experience the feeling of operating in real life. Now is an era of rapid development of informatization. To keep up with the pace of the times, one must master professional knowledge in the field of electronic information with computers as the core. Therefore, various universities attach great importance to electronic courses, investing a large amount of manpower and material resources to enrich software and hardware conditions and cultivate students' skills in electronic information. For electronic courses, students need to master accurate and rich theories and then proficiently apply operating skills. The application of virtual simulation technology in electronic courses helps to improve the teaching effect of the courses and is of great significance in the teaching of electronic courses. Summary of the Invention

[0003] The present invention provides an automobile maintenance simulation training system based on virtual technology, including: a general module, a simulation training resource management module, a virtual disassembly and assembly module, a simulation maintenance module, and an exam training module;

[0004] The general module is used for managing the attendance, courses, grades, and user information of trainees;

[0005] The simulation training resource management module is used for developing, importing, viewing, removing, and printing simulation training resources;

[0006] The virtual disassembly and assembly module is used for learning the disassembly and installation of different instrument components during the maintenance process;

[0007] The simulation maintenance module is used for learning the overall vehicle maintenance and the inspection steps of classic fault cases;

[0008] The exam training module is used for conducting theoretical and practical exams according to the learning content and providing training for maintenance and repair subjects with multi-person collaboration.

[0009] The above-mentioned automobile maintenance simulation training system based on virtual technology, wherein the general module includes the following sub-modules:

[0010] The login and attendance sub-module is used for verifying user login information and recording the attendance information of the courses learned by the user;

[0011] The course management sub-module is used for course scheduling according to teaching objectives, adding, deleting, modifying, querying, and downloading course materials;

[0012] The statistical analysis sub-module is used for statistically analyzing the course learning situation and exam scores of users and giving learning suggestions;

[0013] The user management sub-module is used for adding, deleting, modifying, querying user information and user permissions.

[0014] A virtual technology-based automotive maintenance simulation training system as described above, wherein the statistical analysis sub-module gives learning suggestions based on the analysis of the statistical table of the course learning situation and exam scores of users. The specific implementation steps are as follows:

[0015] Establish a comprehensive analysis function based on the multi-dimensional course learning situation;

[0016] Use the comprehensive analysis function to calculate the dimension that has the greatest negative impact on course learning and the negative impact coefficient of this dimension;

[0017] Set phased thresholds for the negative coefficients of different dimensions, and determine the learning suggestions to be given according to the phased thresholds and the return value of the comprehensive analysis function.

[0018] A virtual technology-based automotive maintenance simulation training system as described above, wherein the simulation training resources further include: a whole vehicle model, component models, as well as training courses and auxiliary teaching materials developed based on the above models.

[0019] A virtual technology-based automotive maintenance simulation training system as described above, wherein the virtual disassembly and assembly module includes the following sub-modules:

[0020] The disassembly and assembly process simulation demonstration sub-module is used for demonstrating the disassembly and assembly processes of different instrument components;

[0021] The disassembly and assembly training sub-module is used for providing practical training on the disassembly and assembly processes of different instrument components.

[0022] A virtual technology-based automotive maintenance simulation training system as described above, wherein the simulation maintenance module specifically includes the following sub-modules:

[0023] The vehicle maintenance training sub-module is used for showing the practical steps of vehicle maintenance and providing virtual training;

[0024] The vehicle repair training sub-module is used for restoring fault cases, simulating fault phenomena, demonstrating repair steps and providing virtual training.

[0025] A virtual technology-based automotive maintenance simulation training system as described above, wherein the exam training module specifically includes the following sub-modules:

[0026] Question bank sub-module, used to store examination questions and examination resources;

[0027] Paper generation sub-module, used to set the question generation mechanism for the examination, and design examination questions according to the question generation mechanism to form a test paper;

[0028] Examination sub-module, used to record the operation steps and operation time of the trainees during the examination, and calculate the scores according to the examination operation record data;

[0029] Multi-person collaborative training sub-module, used to provide a multi-person collaborative training scenario under the same local area network.

[0030] A virtual technology-based automotive maintenance simulation training system as described above, wherein the scores are calculated according to the examination operation record data, which is specifically divided into the following sub-steps:

[0031] Form the operation record data in the practical training examination into a practical training data set;

[0032] Use the practical training data set as a parameter to bring it into a preset step score calculation function, and accumulate the return values to obtain the practical training score.

[0033] The present invention also provides a virtual technology-based automotive maintenance simulation training method, including:

[0034] Step1. Develop automotive maintenance simulation training resources based on the vehicle and component simulation models;

[0035] Step2. Create automotive maintenance simulation training courses and training according to the automotive maintenance simulation training resources;

[0036] Step3. Conduct theoretical and practical training examinations according to the course learning and training content, and provide multi-person collaborative maintenance and repair subject training;

[0037] Step4. Statistically analyze the user's course learning situation and examination scores and give learning suggestions.

[0038] The beneficial effects achieved by the present invention are as follows: Using high-precision simulation models, based on virtual reality technology, it improves the flexibility and convenience of automotive maintenance teaching, reduces the input cost of teaching hardware, and also makes the training process safer. Description of the Drawings

[0039] In order to more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the following will briefly introduce the drawings required to be used in the description of the embodiments or the prior art. Obviously, the drawings described below are only some embodiments recorded in the present invention. For those of ordinary skill in the art, other drawings can also be obtained according to these drawings.

[0040] Figure 1It is a schematic diagram of an automobile maintenance simulation training system based on virtual technology provided by Embodiment 1 of the present invention; Figure 2 It is a schematic diagram of the disassembly and assembly process simulation demonstration and disassembly and assembly training interface provided by Embodiment 1 of the present invention. Specific embodiments

[0041] Next, in combination with the accompanying drawings in the embodiments of the present invention, the technical solutions in the embodiments of the present invention will be clearly and completely described. Obviously, the described embodiments are part of the embodiments of the present invention, rather than all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative efforts belong to the scope of protection of the present invention.

[0042] Embodiment 1

[0043] As Figure 1 shown, Embodiment 1 of the present invention provides an automobile maintenance simulation training system based on virtual technology, including: a general module, a simulation training resource management module, a virtual disassembly and assembly module, a simulation maintenance module, and an exam training module;

[0044] (1) The general module is used to manage the attendance, courses, grades, and user information of military trainees, including the following sub-modules:

[0045] ① The login and attendance sub-module is used to verify the user login information and record the attendance information of the courses learned by the user; verifying the user login information means verifying the identity and permissions of the user according to the login account to display the corresponding permission content. For example, military trainees can only view the materials of the courses they have learned, and instructors can view all course materials and schedule courses for the military trainees they are in charge of.

[0046] Recording the attendance information of the courses learned by the user means that after the military trainee enters the course learning interface, the system records the entry time, course code, and learning duration of the military trainee as attendance information.

[0047] ② The course management sub-module is used to schedule courses according to the teaching objectives, add, delete, modify, query, and download course materials; course materials can be added in the form of uploading, and the basic information and classification of the courses can be set for the course materials. For military trainees at different stages, there are different teaching objectives. According to the teaching objectives of the military trainees, the learning schedule of the courses is arranged for the military trainees, and the corresponding course materials are issued. The military trainees can download the course materials for offline viewing or learn online.

[0048] ③ The statistical analysis sub-module is used to statistically analyze the course learning situation and exam scores of the user and give learning suggestions;

[0049] 1. Statistically analyze the course learning data and exam score data of the user and display them in tabular form;

[0050] The course school data statistics include subject tables, learning resource usage tables, attendance tables, and learning progress tables. The exam score data statistics are score tables. Query and filtering options are set for each table to facilitate viewing and management.

[0051] 2. Provide learning suggestions based on the analysis of the user's course learning situation and exam score statistical tables: including comprehensive analysis from multiple dimensions such as completed subject statistics, learning resources, attendance statistics, exam scores, and learning progress. Specifically:

[0052] i. Establish a comprehensive analysis function based on the multi-dimensional course learning situation, expressed as: where min∑ returns the value of i when the calculation result of the summation term is the smallest when i takes values from 1 to n, and the calculated value of the summation term ; i represents the i-th dimension of the comprehensive analysis, n is the number of dimensions of the comprehensive analysis, σ is the difficulty coefficient of the current learning stage, a j represents the value of the j-th measurement standard in the i-th analysis dimension, j takes values from 1 to m, m is the total number of measurement standards in the i-th analysis dimension, represents the average value of the j-th measurement standard in the soldier data participating in the statistics, a jmax represents the maximum value of the j-th measurement standard in the soldier data participating in the statistics, a jmin represents the minimum value of the j-th measurement standard in the soldier data participating in the statistics, μ j is the weight set according to the importance of the j-th measurement standard for the entire analysis dimension.

[0053] ii. Use the comprehensive analysis function to calculate the dimension that has the greatest negative impact on course learning, and the negative impact coefficient of that dimension;

[0054] Organize the statistical tables of the user's course learning situation and exam scores into a parameter set required by the comprehensive analysis function, and pass it into the comprehensive analysis function to return the calculation result set C;

[0055] According to the first return value in the returned result set C, it can be determined which dimension has the greatest negative impact on course learning, and the second return value in the set C is the negative impact coefficient of that dimension.

[0056] iii. Set stage thresholds for the negative coefficients of different dimensions, and determine the learning suggestions to be given based on the stage thresholds and the return values of the comprehensive analysis function;

[0057] The stage thresholds of different dimensions are stored in the form of a two-dimensional table, and the specific content is as follows:

[0058]

[0059] Determine the learning suggestions to be given according to the phased thresholds, that is, preset a learning suggestion for each phase threshold. Judge which threshold phase the negative impact coefficient in the return value of the comprehensive analysis function is in, and then output the learning suggestion set for this phase. For example, set the first-phase threshold to 0 and the second-phase threshold to 1. If the negative impact coefficient returned by the comprehensive analysis function is less than or equal to 0, output the learning suggestion preset for the first-phase threshold. If the negative impact coefficient returned by the comprehensive analysis function is greater than 0 and less than or equal to 1, output the learning suggestion preset for the second-phase threshold.

[0060] ④ The user management sub-module is used to add, delete, modify, and query user information and user permissions;

[0061] Display user information in the form of a list. The permissions for adding and modifying users include: menu access permission, resource modification permission, button display permission, etc. After adding, it is necessary to log in again to verify the modified permissions before rendering page components according to the modified permissions.

[0062] (2) The simulation training resource management module is used to develop, import, view, remove, and print simulation training resources;

[0063] Simulation training resources refer to the whole vehicle models and component models of various vehicle types, as well as the training courses and related materials developed based on these teaching models. The training courses support online development, and the operation content to be taught is recorded in the virtual scene in a recorded manner, and then accompanied by corresponding explanations, pictures, texts and other auxiliary instructions.

[0064] The original models required for making simulation training resources have actual assembly relationships. When establishing the models, they are developed with the goal of high precision. The developed models are added to this system for teaching by importing. All teaching models meet the 3D printing standards, and the models contain absolute coordinate system information. The models are in a 1:1 ratio with the physical components.

[0065] The development of the vehicle's internal structure obtains the vehicle's internal structure model through CAD drawings, industrial models, and physical 3D scanning, and organizes it into high-precision data. Modeling is carried out based on the high-precision data. The vehicle's internal structure specifically includes: diesel and gasoline engines, crankshaft connecting rod mechanisms, valve mechanisms, supply systems, lubrication systems, cooling systems, starting systems, ignition systems, transmission systems, driving systems, steering systems, braking systems, etc. All the structures that a vehicle should have should be restored.

[0066] The models can also be printed for teaching, and specific components can be selected during printing.

[0067] (3) The virtual disassembly and assembly module is used to learn the disassembly and installation of different instrument components during the repair process; specifically includes the following sub-modules:

[0068] ① The disassembly and assembly process simulation demonstration sub-module is used to demonstrate the disassembly and assembly processes of different instrument components.

[0069] The detection, disassembly, and assembly processes of various components of the instrument and equipment during maintenance are demonstrated using three-dimensional visual simulation technology. Users can view the complete disassembly and assembly processes of the corresponding components from different angles and can repeat them multiple times. The demonstration process includes auxiliary teaching methods such as voice explanations and graphic illustrations.

[0070] ② The disassembly and assembly training sub-module is used to provide practical training for the disassembly and assembly processes of different instrument components.

[0071] After entering the training mode and completing virtual disassembly, assembly, and other practices, the system can provide various training modes such as single-step prompts, no prompts, and assessments to meet the needs of users at different levels. The schematic diagrams of the disassembly and assembly process simulation demonstration and disassembly and assembly training interfaces are as Figure 2 shown.

[0072] (4) The simulation maintenance module is used to learn the vehicle maintenance and the inspection steps of classic fault cases; it specifically includes the following sub-modules:

[0073] ① The vehicle maintenance training sub-module is used to intuitively display the practical steps of vehicle maintenance and provide virtual training.

[0074] The vehicle maintenance training sub-module aims to improve the recruits' understanding and practical skills of the daily maintenance, first-level (phase I) maintenance, and seasonal maintenance of the whole vehicle. In the system, the recruits can intuitively learn the practical steps and can conduct virtual training. The virtual space for the practical operation of the maintenance subjects mainly consists of a workshop, maintenance tools, and maintenance supplies. In the maintenance subjects, the maintenance level to which this maintenance subject belongs is indicated, mainly including first-level (phase I) maintenance and seasonal maintenance; in the maintenance subjects, tools, equipment, parts, etc. can be virtually called in the "maintenance steps", and are accompanied by subtitles and voiceovers; it has the model operation functions of rotation, scaling, and translation; a full-screen button is designed to meet the calling requirements on devices or browsers with different resolutions; a settings button is designed, and it has function designs such as changing the background interface, volume prompt, and help menu.

[0075] The main practical training subjects are: pre-trip inspection, in-trip inspection, post-return maintenance, air filter maintenance, inspection and adjustment of the fan belt tension and replacement, inspection and adjustment of the free travel of the clutch pedal, inspection and adjustment of the clearance between the brake shoes and the brake drum, inspection of the lubricating oil in the transmission and drive axle, inspection of the drive shaft, tightening and lubrication, tire maintenance, battery maintenance, inspection and adjustment of the electric horn.

[0076] ② The vehicle repair training sub-module is used to restore classic fault cases, simulate fault phenomena, demonstrate inspection steps, and provide virtual training.

[0077] The vehicle maintenance training sub-module uses simulation means to restore typical fault cases, simulate fault phenomena, and is designed with a "maintenance steps" function. The operation steps are consistent with the requirements of the maintenance process, and are accompanied by subtitles and voiceovers. In the maintenance subjects, tools, equipment, parts, etc. can be virtually called in the "maintenance steps", and are accompanied by subtitles and voiceovers. It has model operation functions such as rotation, zoom, and translation. It is designed with a full-screen button to meet the calling needs on PC hosts or browsers with different resolutions. It is designed with a settings button, and the settings button has function designs such as changing the background interface, volume prompt, and help menu. The simulated fault phenomena are realistic and close to the actual situation, and states such as damage and dirt can be reflected in three dimensions.

[0078] The main training subjects are: the engine fails to start, the engine emits black smoke, the engine shuts down by itself, the low-pressure fuel circuit of the diesel engine does not supply fuel, the low-pressure fuel circuit of the diesel engine intakes air, the clutch does not disengage completely, the pressure gauge indicates no inflation or slow inflation, the vehicle cannot start after the parking brake handle is released, the braking efficiency is weak, the braking deviates, there is abnormal noise in the brake, the vehicle drifts, the steering is heavy, the main power switch does not work, the starter does not work, the charging system does not charge, the turn signal does not light, the headlight does not light, the brake light does not light.

[0079] (5) The exam training module is used to conduct theoretical and practical exams according to the learning content, and provide training for maintenance and repair subjects with multi-person collaboration; it specifically includes the following sub-modules:

[0080] ① The question bank sub-module is used to store exam questions and exam resources; different types of questions can be created in the question sub-module. Theoretical questions include information such as question content, options, and answers, and practical questions include information such as practical requirements, practical models, and correct steps. Questions can be added, edited, and deleted as needed, and the classification and tags of the questions can be managed, supporting batch import and export of questions.

[0081] ② The paper generation sub-module is used to set the question generation mechanism for the exam, and design exam questions to form a test paper according to the question generation mechanism; a test paper has a total of 15 questions, including 13 theoretical questions and 2 practical questions. The question generation mechanism setting items include: focus setting, exam range setting, and difficulty setting. According to the setting items of the question generation mechanism, the questions in the question bank are screened by classification and tags, and 13 theoretical questions and 2 practical questions are randomly selected from the qualified questions to complete the paper generation.

[0082] ③ The exam sub-module is used to record the operation steps and operation time of the trainees during the exam, and calculate the scores according to the recorded data; the score calculation of theoretical questions only needs to accumulate the correct questions multiplied by the scores of the questions. The score calculation steps for practical questions are as follows:

[0083] 1. Form a practical data set from the operation record data in the practical exam;

[0084] The training dataset is represented as P = {(s1, t1), (s2, t2), (s3, t3), …, (sz, tz)}, where s1 to s z respectively represent the action IDs of the operation steps of the trainees in the training exam, and t1 to t z respectively represent the recording time of each operation step, and z is the total number of operation records in the training exam.

[0085] 2. Take the training dataset as a parameter and bring it into the preset step score calculation function, and accumulate the return values to obtain the training score;

[0086] The training step calculation function is expressed as: When s k = c e , it means that the operation step of the kth operation record is the standard step. Then the k calculation result returned by the S(s k ) function represents the step score; when s ≠ c k ≠ c k , then the S(s k , t k ) function returns 0, indicating that the operation step is incorrect and no score is obtained. k takes values from 1 to z; where s k is the action ID of the operation step of the trainee in the kth operation record, and c e is the action ID of the standard step of the e-th step. The default value of e is 1. When the return value of the S(s k , t k ) function is not 0, e = e + 1; ε e is the score set for the e-th standard step, t k is the recording time of the kth operation step, is the recording time of the previous completed standard step, represents the recording subscript of the previous completed standard step, with a default value of 1. When the return value of the S(s k , t k ) function is not 0, is re-assigned to k; σ e is the operation time set for the e-th standard step, ι represents the operation time score, is the allowed number of mistakes set for the e-th standard operation step, and λ is the operation accuracy score.

[0087] Set a score counter F to accumulate the return values of the S(s k , t k ) function to obtain the total score of the training subject.

[0088] ④ The multi-person collaborative training sub-module is used to provide a multi-person collaborative training scenario under the same local area network;

[0089] Under the same local area network, multiple trainees are allowed to connect and enter the same training scenario simultaneously. The trainees can interact in the virtual training system, perform model transfer, and achieve multi-trade collaborative training. The system can record the operation process and performance of each trainee.

[0090] Embodiment 2

[0091] Embodiment 2 of the present invention provides a virtual technology-based automotive maintenance simulation training method, including:

[0092] Step S10: Develop automotive maintenance simulation training resources based on the whole vehicle and component simulation models;

[0093] Create simulation models of the whole vehicle or components, which can be created using SolidWorks software or other 3D modeling software. At the same time, aiming at high precision, restore the internal structures of various vehicle components to meet the requirements of 3D printing, and the models need to have assembly relationships. Based on the created models and training subjects, build a virtual teaching scenario, record the operation content to be taught in the virtual scenario in a recorded manner, and then match it with corresponding explanations, graphics, etc. for auxiliary instructions, including disassembly and assembly process simulation demonstration courses, vehicle maintenance demonstration courses, and vehicle repair demonstration courses.

[0094] Step S20: Create automotive maintenance simulation training courses and training based on the automotive maintenance simulation training resources;

[0095] Arrange courses based on different teaching objectives, associate the developed automotive maintenance simulation training resources according to the course code, and trainees can download and watch their learning course resources offline;

[0096] The simulation training of maintenance subjects is to perform independent operations based on virtual scenarios of different training subjects, including taking, assembling, inspecting, adjusting, etc. of models; multiple training modes such as single-step prompts, no prompts, and assessments can be provided to meet the needs of users at different levels;

[0097] Step S30: Conduct theoretical and practical training exams according to the course learning and training content, and provide multi-person collaborative maintenance and repair subject training;

[0098] First, create different types of questions. Theoretical questions include information such as question content, options, answers, etc., and practical questions include information such as practical requirements, practical models, correct steps, etc. Add, edit, delete questions as needed, and manage the classification and tags of questions, supporting batch import and export of questions;

[0099] Set the question - setting mechanism for the exam and design exam questions according to the question - setting mechanism to form an exam paper; An exam paper has a total of 15 questions, including 13 theoretical questions and 2 practical questions. The setting items of the question - setting mechanism include: focus setting, exam range setting, and difficulty setting. Screen the questions in the question bank by classification and tags according to the setting items of the question - setting mechanism, and randomly select 13 theoretical questions and 2 practical questions from the qualified questions to complete the paper - making;

[0100] During the exam, record the operation steps and operation time data of the student soldiers to calculate the scores. Specifically:

[0101] The score calculation of theoretical questions only needs to accumulate the correct questions multiplied by the scores of the questions. The score calculation steps of practical questions are as follows:

[0102] 1. Form a practical training data set from the operation record data in the practical training exam;

[0103] The practical training data set is expressed as P={(s1,t1),(s2,t2),(s3,t3),…,(sz,tz)}, where s1~s z respectively represent the action IDs of the operation steps of the student soldiers in the practical training exam, and t1~t z respectively represent the recording time of each operation step, and z is the total number of operation records in the practical training exam.

[0104] 2. Take the practical training data set as a parameter and substitute it into the preset step - score calculation function, and accumulate the return value to get the practical training score;

[0105] The practical training step calculation function is expressed as: When s k =c e it means that the operation step of the k - th operation record is the standard step, then the k ,t k ) The calculation result returned by the S(s function represents the step score; when s k ≠c k then the S(s k ,t k ) function returns 0, indicating that the operation step is incorrect and no score is obtained. k takes values from 1 to z; where s k is the action ID of the operation step of the student soldier in the k - th operation record, c e is the action ID of the e - th standard step, and the default value of e is 1. When the return value of the S(s k ,t k ) function is not 0, e = e + 1; ε e is the score set for the e - th standard step, and t k is the recording time of the k - th operation step, is the recording time for the last completion of the standard steps, represents the recording subscript for the last completion of the standard steps, with a default value of 1. When the return value of the S(s k ,t k ) function is not 0, it is reassigned to k; σ e is the operation time set for the e-th standard step, ι represents the operation time score, is the allowed number of mistakes set for the e-th standard operation step, and λ is the operation accuracy score.

[0106] Set up a score counter F to accumulate the return values of the S(s k ,t k ) function to obtain the total score of the training subject.

[0107] Under the same local area network, multiple trainees are allowed to connect and enter the same training scenario simultaneously. Trainees can interact in the virtual training system and perform model transfer to achieve multi-disciplinary collaborative training. The system can record the operation processes and scores of each trainee.

[0108] Step S40: Statistically analyze the user's course learning situation and exam scores and give learning suggestions;

[0109] 1. Statistically analyze the user's course learning data and exam score data and display them in a table;

[0110] The course school data is statistically analyzed as the subject table, learning resource usage table, attendance table, and learning progress table. The exam score data is statistically analyzed as the score table. Query and filter options are set for each table for easy viewing and management.

[0111] 2. Give learning suggestions based on the analysis of the user's course learning situation and exam score statistics table: including comprehensive analysis from multiple dimensions such as completed subject statistics, learning resources, attendance statistics, exam scores, and learning progress. Specifically:

[0112] i. Establish a comprehensive analysis function based on the multi-dimensional course learning situation, expressed as: where argmin∑ returns the value of i when the sum term has the smallest calculated result when i takes values from 1 to n, and the calculated value of the sum term ; i represents the i-th dimension of the comprehensive analysis, n is the number of dimensions of the comprehensive analysis, σ is the difficulty coefficient of the current learning stage, a j represents the value of the j-th measurement standard in the i-th analysis dimension, j takes values from 1 to m, and m is the total number of measurement standards in the i-th analysis dimension, represents the average value of the j-th measurement standard statistically obtained from the trainee data participating in the statistics, a jmaxrepresents the maximum value of the j-th measurement standard statistically obtained from the data of the student soldiers participating in the statistics, a jmin represents the minimum value of the j-th measurement standard statistically obtained from the data of the student soldiers participating in the statistics, μ j is the weight set according to the importance of the j-th measurement standard for the entire analysis dimension.

[0113] ii. Use the comprehensive analysis function to calculate the dimension that has the greatest negative impact on course learning, and the negative impact coefficient of this dimension;

[0114] Organize the user's course learning situation and the examination score statistics table into a parameter set of the comprehensive analysis function according to the analysis dimension, input it into the comprehensive analysis function, and return the calculation result set C;

[0115] According to the first return value in the return result set C, it can be determined which dimension has the greatest negative impact on course learning, and the second return value in the set C is the negative impact coefficient of this dimension.

[0116] iii. Set stage thresholds for the negative coefficients of different dimensions, and determine the learning suggestions to be given according to the stage thresholds and the return value of the comprehensive analysis function;

[0117] The stage thresholds of different dimensions are stored in the form of a two-dimensional table, and the specific content is as follows:

[0118]

[0119] Determining the learning suggestions to be given according to the stage thresholds is to preset a learning suggestion for each stage threshold, judge which threshold stage the negative impact coefficient in the return value of the comprehensive analysis function is in, and then output the learning suggestion set for this stage. For example, set the first stage threshold to 0 and the second stage threshold to 1. If it is judged that the negative impact coefficient returned by the comprehensive analysis function is less than or equal to 0, then output the learning suggestion preset for the first stage threshold; if the negative impact coefficient returned by the comprehensive analysis function is greater than 0 and less than or equal to 1, then output the learning suggestion preset for the second stage threshold.

[0120] The specific implementation manners described above further elaborate on the purpose, technical solutions, and beneficial effects of the present invention. It should be understood that the above description is only for the specific implementation manners of the present invention and is not used to limit the protection scope of the present invention. Any modifications, equivalent replacements, improvements, etc. made on the basis of the technical solutions of the present invention shall be included in the protection scope of the present invention.

Claims

1. An automotive maintenance simulation training system based on virtual technology, comprising: General module, simulation training resource management module, virtual disassembly and assembly module, simulation maintenance module, and exam training module; The general module is used to manage the attendance, courses, grades, and user information of military trainees; The simulation training resource management module is used to develop, import, view, remove, and print simulation training resources; The virtual disassembly and assembly module is used to learn the disassembly and installation of different instrument components during the maintenance process; The simulation maintenance module is used to learn the vehicle maintenance and the inspection steps of classic fault cases; The exam training module is used to conduct theoretical and practical exams based on the learned content and provide training for maintenance and repair subjects with multi-person collaboration.

2. The automotive maintenance simulation training system based on virtual technology according to claim 1, wherein The general module includes the following sub-modules: The login and attendance sub-module is used to verify the user login information and record the attendance information of the courses learned by the user; The course management sub-module is used to schedule courses according to the teaching objectives, and perform addition, deletion, modification, query, and download of course materials; The statistical analysis sub-module is used to statistically analyze the course learning situation and exam scores of users and give learning suggestions; The user management sub-module is used to perform addition, deletion, modification, and query of user information and user permissions.

3. The automotive maintenance simulation training system based on virtual technology according to claim 2, characterized in that, The statistical analysis sub-module gives learning suggestions based on the analysis of the statistical table of the course learning situation and exam scores of users. The specific implementation steps are as follows: Establish a comprehensive analysis function based on the multi-dimensional course learning situation; Use the comprehensive analysis function to calculate the dimension that has the greatest negative impact on course learning and the negative impact coefficient of this dimension; Set stage thresholds for the negative coefficients of different dimensions, and determine the learning suggestions to be given according to the stage thresholds and the return value of the comprehensive analysis function.

4. A virtual technology-based automotive maintenance simulation training system according to claim 1, characterized in that The simulation training resources further include: vehicle models, component models, as well as training courses and auxiliary teaching materials developed based on the above models.

5. A virtual technology-based automobile maintenance simulation training system according to claim 1, characterized in that, The virtual disassembly and assembly module includes the following sub-modules: The disassembly and assembly process simulation demonstration sub-module is used to demonstrate the disassembly and assembly processes of different instrument components; The disassembly and assembly training sub-module is used to provide practical training for the disassembly and assembly processes of different instrument components.

6. The automotive maintenance simulation training system based on virtual technology according to claim 1, wherein The simulation maintenance module specifically includes the following sub-modules: The vehicle maintenance training sub-module is used to display the practical steps of vehicle maintenance and provide virtual simulation practical training; The vehicle repair training sub-module is used to restore fault cases, simulate fault phenomena, demonstrate inspection steps, and provide virtual simulation practical training.

7. A virtual technology-based automobile maintenance simulation training system according to claim 1, characterized in that, The exam training module specifically includes the following sub-modules: The question bank sub-module is used to store exam questions and exam resources; The paper generation sub-module is used to set the question generation mechanism for the exam and design exam questions according to the question generation mechanism to form a test paper; The exam sub-module is used to record the operation steps and operation time of military trainees during the exam, and calculate the score according to the exam operation record data; The multi-person collaborative training sub-module is used to provide a multi-person collaborative training scenario under the same local area network.

8. A virtual technology-based automotive maintenance simulation training system according to claim 7, characterized in that Calculating the score according to the exam operation record data is specifically divided into the following sub-steps: Form a practical training data set from the operation record data in the practical exam; Take the practical training data set as a parameter and bring it into the preset step score calculation function, and accumulate the return values to obtain the practical training score.

9. A virtual technology-based vehicle maintenance simulation training method, including: Step1: Develop vehicle maintenance simulation training resources based on the vehicle and component simulation models; Step 2. Create an automotive maintenance simulation training course and training based on automotive maintenance simulation training resources; Step 3. Conduct theoretical and practical examinations according to the course learning and training content, and provide training for multiple-person collaborative maintenance subjects; Step 4. Statistically analyze the user's course learning situation and examination results and give learning suggestions.

Images