Education and Training for Troubleshooting in Automotive Chassis

Janus S. Liang
Yung-Ta Institute of Technology and Commerce, janus@mail.ytit.edu.tw

Abstract expensive learning resources can be circulated to achieve

There are several subjects discussed in this research:
(1) developing the learning contents for repairing
automotive chassis; (2) building the virtual and
interactive platform for browsing and practice of
troubleshooting; (3) creating the online evaluation tools
and effectiveness analysis. Meanwhile, the framework has
been tested and implemented in the course, “Automotive
Practice: Chassis,” in the spring semester of 2004. The
platform developed is not dependent on specific
automobile style and software configuration and it uses
open software (e.g. Java, VRML, PHP, MySQL, etc.) in
the virtual display and data storage.
The system can achieve the advantages and goals of
(1) constructing a web-based troubleshooting
architecture of automotive chassis that can enhance
learners’ knowledge and promote practical technologies;
(2) providing references for drivers in self-detection of
general chassis problems to raise driving safety; (3)
creating a prototype environment for distance learning to
eliminate the limitation of space and time on learning; (4)
raising the learning effectiveness and motivation of on-
site and distant learners.
1. Introduction
the goal and resource sharing and education proliferation.
Besides, the virtual reality (VR) technologies are results
from the integration and improvement of all the existing
technologies of sounds, images, graphs and texts, giving
users a sense of immersive presence. Generally, the
simulation of virtual-reality technologies can be divided
into two types: geometry-based virtual reality and image-
based virtual reality [1]. To shorten development cycle of
new products and lower production cots, currently many
industries are massively applying computer tools and VR
technologies [2].
To conclude, this study adopts the currently widely
used technologies of Internet and virtual interaction to
develop a web-based troubleshooting learning platform of
automobile chassis. This platform can provide important
references about chassis troubleshooting for students and
new employees in the automobile industry through virtual
interactive interface before their hand-on operations with
real automobiles. This framework can also be
significantly helpful for drivers in enhancing their
knowledge about automobile maintenance/repair and
consequently ensuring better driving safety. The learning
process and major topics of the system are illustrated in
Figure 1.

From the gradually increasing number of automobiles

worldwide each year, it can be seen that the automobile
has become an indispensable transportation tool for
humans. All the know-how and techniques related to
automobile maintenance/repair have become important
learning topics in this field. In addition to learners or
professionals, general drivers can also benefit from a
comprehensive and easy-to-use learning model, which
can be substantially helpful for drivers in daily
automobile checkup, maintenance and ensuring driving
safety. Meanwhile, the chassis is used to carry all the
modules of the vehicle, support the vehicle weight,
transmit the power generated by the engine to the driving
wheel and create a comfortable and safe driving
environment. Therefore, the learning system developed in Figure 1. The diagram of whole system for learning
this study is centered on automotive chassis. troubleshooting of automotive chassis
Furthermore, the Internet becomes more and more
popular and widely used, enabling access to required
learning information anytime and anywhere. With the
Internet, learning is not limited in time and space while

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 2. Generate virtual scene and interactive
modes
The web-based virtual classroom in this study is built
based on references from previous research on the
applications of VR technologies in education, such as
using video streaming to build multi-media learning
environments. The virtual classroom is composed of a
real-time teaching environment (RTTE) and a
collaborated learning environment (CLE). In a virtual
classroom, students can not only participate in traditional
campus-based courses but also have access to information
related to class contents anytime through the virtual
classroom [3]. In addition, through virtual reality,
students can develop initial ideas about circuit wiring and
debugging before entering the laboratory [4]. The use of a Figure 2. Flowchart for developing virtual scene
virtual circuit engineering lab that allows real-time
learning can facilitate related learning and trainings of
students [5].
In geometry-based virtual reality field, VRML (Visual
Reality Modeling Language) is a widely accepted
language for describing 3D objects over the Internet. It is
machine-independent and its viewer comes as a plug-in
for a web browser. In this way, VRML files can be
viewed without the need of special software or hardware (a) (b)
devices. The latest version of VRML (e.g. VRML 2.0) Figure 3. CAD models and its virtual objects of
included a special interface called EAI (External automotive chassis
Authoring Interface) which adds significant functionality In exporting scene graphs field, given a scene graph
to the language. This functionality concerns the handling that can export it to a VRML browser that supports the
of VRML scene from an external source such as a Java EAI interface. For exporting a Java scene graph to a
program and it can be used to add streaming capabilities browser, a browser object has to be obtained and handled,
to VRML [6]. they can be done by calling the appropriate methods of
Figure 2 illustrates the process of building virtual the EAI. Subsequently, to show the virtual objects in the
scenes in the virtual learning system of this study. First, browser, the following line of code is needed:
CAD/CAM is used to construct the subsystems in the browser.replaceWorld (
chassis. As shown in Figure 3(a), the CAD models of New node [ ] { t.getNode(browser)}
transmission, steering and suspension subsystems. Then, };
the components of each subsystem are converted into
where the replaceWorld method is again an EAI method
STL files and imported the animation generation software
call expecting an array of browser node (Node [ ]). To get
for the editing of the models. The editing includes (1)
such nodes the JavaNode t constructs a Node in the
triangular mesh optimization of the models in order to
method call getNode(browser).
reduce file size and transmission time, (2) defining the
Instead of replacing a world by a scene graph, nodes
absolute coordinate origin and relative position of each
can also be added to an existing world (see code below).
component in order to facilitate the designing of
A browser node can obtained with EAI for an object
exploding/assembly paths and (3) exporting wrl files
defined in the VRML world. A Group defined “Front”.
(VRML format) to form virtual models as shown in
This browser node un can be embedded in a JavaNode t
Figure 3(b). In addition, VrmlPad is used to edit the
by the method createJavaNode of the class
virtual action program codes and to define the object
which users need to control and its positions. The JavaNodeFactory. Finally, a cast to the correct Java type
positions of VRML objects are accessed and set through may be done. The browser node can be manipulated via
EAI library. the methods of the Java Group node v.
Node t = browser.getNode(“Front＂);
JavaNode un = JavaNodeFactory.createJavaNode(browser,
t);

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 Group v = (Group) un;
For interaction with scene graphs, events can only be
triggered by such sensor that detect the user’s action or
when time-related events occur. VRML does not allow
the user to read or modify any properties of the scene at
will. This can be accomplished through the EAI. The EAI
is designed to interface with and control a VRML
browser from the outside. The EAI provides the means to
extract useful information from a scene and write back to
the scene values of field that need to be altered. This is
accomplished through a package of Java classes, which
give access to a VRML scene. These classes are used in a
Java applet. The following example displays how a Java
applet can check to find the orientation of an object in the
scene, and then rotate the object to another orientation.
The simplified class diagram is illustrated in Figure. 4.
Figure 4. Diagram for simplified class of EAI and
Java relations
First of all, the program gets a reference to a
transform node. This node has a field called rotation.
Second, the value of this field is obtained as if it was an
EventOut and routed to the Java program, and the value
of this field is set as if it was an EvnetIn routed to the
rotation field of the transform node of the scene. Third,
the EventOutObserver class of the EAI package can be
used in order to monitor the VRML scene for any
outgoing events. Finally, the EAI allows the creation of a
VRML world nearly from scratch. It means that any kind
of object, that may not be part of the scene when the
initial VRML file is loaded, can be added or deleted to the
scene at any time, thus turning the VRML scene to a
completely dynamic environment.
The dynamic aspects of the scene can still be
changed. Changes are administered both in the Java node
as well as in the browser node. The changes are supplied
to the browser using VRML’s event model, and are
handled accordingly. The user can interact with the scene
shown by the browser. The interactions result in
VrmlEvents that are being tracked in the application. In
Java an object implementing the VrmlEventListener
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interface of the EAI has to be supplied to the browser
stating interest in receiving a certain event.
More specifically, a Java application runs on the
server side, whereas a Java applet that uses the EAI to
control the VRML world runs the client side. The applet
gets loaded when a HTML page that includes a VRML
file as an embedded object, gets loaded in a web browser.
Once a request to start a communication is expressed
from the client, a TCP socket is initialized on the server
side. A VRML file begins to load and as soon as some
information about the 3D world is read, it is sent to the
client.
In troubleshooting teaching, the system design in this
study uses two modes: mode of demonstration and mode
of practice. The former is a step-by-step design of
teaching with simulated objects (such as components or
measuring tools) together with audio explanations,
allowing learners to know correct troubleshooting
procedures and things to notice.
The mode of practice is used to assess learning effects
of this system for students in actual practice. In this mode,
the problems, possible reasons and solutions (Rn th) are
specified by the system before learners start answering
and all the related parameters and link pointers already
loaded in the working buffer. The implementation process
of this mode is the same as that of the demonstration
mode. Learners have to find a correct answer among
several options in each step and the decision unit will
judge if each troubleshooting step selected by the learner
is correct (i.e. Sj=?Cj). If there is any step wrongly
selected in the troubleshooting process, thee system will
automatically generate an error message and instruction
hint while suspending the operation, returning to the
previous page and requesting the learners to select the
answers again. If all the steps are correctly selected in the
whole process (i.e., Cj=Camount and Cno_order is true), the
troubleshooting practice test is completed. The practice
process is shown in Figure 5.
Figure 5. The flowchart of modes of demonstration and
practice for learning troubleshooting application
 3. Plan and develop virtual learning
framework
Problem-bases learning is a learner-centered
education method. It is also a method of curricular
organization, a teaching strategy and a process of learning
[7]. Problem-based learning uses ill-structured problems
in the real world as a starting point for learning, presents
problems to learners before any teaching starts and allows
active problem solving by learners [8]. Using “problems”
as the starting point of learning is the major concept of
problem-based learning. Learners are given real-life
problems or tasks related to learning contents before
officially initiating the learning process. The problems are
ill-structured problems characterized with complexity,
incomplete clues and lack of correct answers. They are
drastically different from well-structured problems given
to students for practice at the end of each unit in general
teaching [9]. Through the problem-solving process,
learners can cultivate self-learning capabilities and
become life-long learners who are capable of solving
problems independently.
The process of problem inspection troubleshooting is
generally composed of two phases: hypothesis generation
and hypothesis evaluation. The first phase includes
information collection, interpretation and generating
hypotheses while the second phase includes information
collection, interpretation and evaluation of the accuracy
of hypotheses [10]. The success of troubleshooting often
depends on in-time acquisition of relevant knowledge
[11], which includes (1) concept/schematic knowledge, (2)
knowledge for representation of problems, (3) procedural
knowledge, (4) knowledge of strategies and (5) Chunking
knowledge.
Many engineering courses have begun to use the
World Wide Web for demonstrations, virtual and remote
laboratories, in addition to basic course management [12].
The integration of the Internet with learning can be based
along the following lines: (1) a course web site
facilitating course management; (2) remote
animation/simulation virtual laboratory to replace
physical experiments; (3) a remote experimentation
laboratory for learners to set up parameters and conduct
experiments with real equipment over the Internet [13].
In the designing of problem-based learning strategies,
the system of this study is centered on malfunctions in
designing its problem-based learning strategies. All the
major topics in this study, such as possible reasons,
solution strategies and troubleshooting steps, revolve
around the chassis problems, allowing learners to know
the structure, function and operation theory of the chassis
system. In addition, this system uses tests and practices to
evaluate learner achievements and to enhance their
troubleshooting capabilities. The learning framework is
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illustrated in Figure 6. The following is a further
introduction of the learning procedures of the system in
this study:
Figure 6. The main framework for web-based learning
environment
3.1. Design requirements and criterions
The main objective of the web-based automotive
chassis troubleshooting learning system developed in this
study is to enable web-based learning and practice of all
the troubleshooting procedures taught in traditional
education. The system can not only serve as
supplementary resources for students before hand-on
practices but also give distant learners virtual simulation
of on-site learning, closing the gaps between distance
learning and learning at school. To achieve the above-
mentioned objective, the system constructed in this study
meet the following requirements: (1) OS Platform and
Hardware/Software; (2) Learning Module; (3) Learning
Achievement Evaluation.
These requirements are decided mainly based on the
guidelines for engineering-class proposed by the
Accreditation Board for Engineering and Technology
(ABET) [14]. (Please see Figure 6.) In designing the
system, the study observes the requirements specified by
the guidelines in the following aspects: (1) Learn from
failure; (2) Safety; (3) Ethics; (4) Models; (5)
Instrumentation; (6)Creativity / Design / Data Analysis /
Experimentation / Psychomotor; (7) Teamwork /
Communication / Sensory awareness.
3.2. Architecture for learning environment
The learning environment developed in this study is a
Client/Server design as illustrated in Figure 7. At the
Client end, learners are connected to the learning platform
through the Internet for web-based learning, discussions
with teachers or other learners in the chat room, posting
questions about the course contents on the bulletin board
to achieve the goals of opinion exchanges and discussions.
Therefore, the learning environment can provide learners
two modes of learning: real-time (such as topic discussion)
 and non-real-time (such as course content learning and
practice) so that learners can acquire complete know-how
and techniques of automotive chassis troubleshooting.
The system uses Java or JavaScript in designing the
curriculum module and in establishment the connections
among each unit in the module. All the data in this system
are managed and processed by the PHP program before
transmission. The data in the relational database include
(1) files stored in the repository (e.g. contents, learners’
data, etc.), (2) models of objects in VEs, (3) created
scenarios of troubleshooting process, and (4) results of
simulations.
Figure 7. Diagram for learning environment in software
framework
To conclude, the system is a web-based learning
approach which, together with the virtual scenes
introduced in Section 2, allows learners to browse and
practice the automotive chassis troubleshooting procedure.
Transferring learning data and contents via the Internet,
this system can provide distant learners not only static
reading of course contents but also dynamic and
interactive practices. Meanwhile, the functions of the chat
room, bulletin board and e-mail can help learners clarify
their questions and coordinate division of labor so as to
achieve teamwork cooperation and enhance learning
effects.
4. Implementation
This section is a further description of the learning
process of the system in this study when it is used in the
“Automotive Practice: Chassis” course. In addition, this
section also provides an analysis of how the students in
the course think about this system.
This system is constructed with its focus on the
problems of automotive chassis. The learning process in
this system includes (1) knowing all the possible causes
of problems, (2) knowing the structures, functions and
operation principles of all the systems (or components)
involved in the causes, (3) deciding solution strategies
and troubleshooting procedures and (4) evaluating
learning achievements. Through the process, learners can
have more comprehensive and in-depth understanding of
the systems involved in different chassis problems.
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Take the problem of laborious veering as an example.
If “Pressure of tires are low or unequal” is the cause for
trouble, the connections between the tires and steering
system are first explained and then the tire function,
normal tire pressure (according the vehicle weight and
type), form and operation theory. The troubleshooting
procedure is demonstrated, starting from (1) checking if
the tire pressure of the front tires meets the standard (35
psi for passenger car tires), (2) connecting compressed air
to the inflator, (3) aiming the inflator at the valve of the
problematic tire, and ending with (4) increasing the tire
pressure to 35 psi. As illustrated in Figure 8, the
demonstration can help learners further understand the
troubleshooting procedure.
Figure 8. Troubleshooting for tire pressure doesn’t fit the
standard in demonstration mode
In the practice mode, the system will show the
problem, possible causes and strategies and allow learners
to have step-by-step troubleshooting practices. Figure 9
shows the practice mode of troubleshooting for an
unstable steering system (problem) due to linkage wear
(cause). First, the problem is described in the upper left
corner of the web page and, after the inspection in step 1
and step 2, it is found that the movement of the right disk
exceeds the standard value, the cause is right linkage
wear and, therefore, the troubleshooting is implemented
(from step 3 to step 5). Learners have to select the correct
answer among two to three options in each step. If
learners select a wrong one in any step, the system will
give a hint, automatically return to the question page and
ask learners to re-select the answers of all steps again
until the whole procedure is correctly completed.
Figure 9. Troubleshooting for linkage wear in
practice mode

5. Conclusion
Generally speaking, the participating students in this
study indicate positive opinions about the learning system.
Their responses in the questionnaire, the chat room and
the opinion zone all indicate that, through the problem-
based learning framework and the virtual interaction
functions of the system, they have acquired substantial
knowledge about issues related to automotive chassis
problems, such as possible causes, solution strategies and
troubleshooting procedures.
This study successfully adopts the Internet and VR
technologies to develop a web-based and problem-based
learning system. This system has the following
characteristics:
(1) It successfully integrates professional topics of
automotive chassis, VR technologies and
comprehensive experiences of teaching/training
design development, providing real-case references
for VR simulation trainings in other professional
fields.
(2) It provides a new option other than the existing
automotive repair/maintenance education, allowing
students and new employees in the industry to have
more practices through VR simulation and become
more familiar with the system before hand-on
practices.
(3) It introduces complete basic troubleshooting
knowledge and procedures regarding automotive
chassis problems, allowing general drivers to check
their vehicles and troubleshoot problems on their
own so as to reduce the occurrence of traffic
accidents and enhance driving safety.
(4) In addition to the application of VR technologies, it
also incorporates multi-media, web pages and
databases to develop an integrative simulation
environment which provides 3-D, interactive,
dynamic and virtual visual perceptions and reduces
differences between actual objects and the simulation
objects. Furthermore, it can save purchase costs of
real cars and increase the economic effectiveness.
The audio explanation of safety regulations in the
demonstrations of the system can help prevent safety
accidents or equipment damage caused by improper
operations during hand-on practices with real
vehicles.
(5) Its combination of audio explanations and virtual
interaction models greatly increases the diversity and
attractiveness of learning contents, inspiring students’
interests and, as a consequence, enhancing learning
efficiency.
Because the development tools used in this system are
all open software, the system construction costs are
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relatively low and the system is highly scalable and not
limited in the OS platform. In addition, its characteristic
of modulization makes it easier to add new functions.
Finally, the client-sever framework developed in this
study can be used not only for distance education/training
but also for references in cross-department development
projects so as to achieve resource sharing and shorten
time for product development.
6. References
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