Skilling for and Acculturation to Integrated Photonics Industry Using VR Simulations, Game-Based Learning, and Augmented Reality Games

Authors:
raw_author_name: Sajan Saini
raw_affiliation_string: Massachusetts Institute  of Technology
raw_author_name: Erik Verlage
raw_author_name: Anuradha Agarwal
raw_author_name: Jeff Bertrand
raw_author_name: Bhargav Upadhyay
raw_author_name: Richard Eberhardt
raw_affiliation_string: Massachusetts Institute of Technology
raw_author_name: John Ballato
raw_affiliation_string: Clemson University
raw_author_name: Kapil Chalil Madathil
raw_affiliation_string: Clemson University
raw_author_name: Eric Klopfer
raw_author_name: Lionel Kimerling
raw_affiliation_string: Massachusetts Institute of Technology

Abstract: Abstract The integrated photonics and fiber optics industries are rapidly expanding and innovating, respectively, to enable transformative new integrated circuit, AI, datacom, wireless, sensing and imaging systems for cloud and mobile computing, automobile and aircraft, display, medical, and energy industries. This 21st century advanced manufacturing sector is in dire need of a massive increase in its photonics engineer and technician workforce, over the next decade. To support this near-term workforce demand, a modular library of digital simulations (sims) and blended (digital and hands-on) learning content are needed to supplement current university or community college curricula, professional training workshops, and also nourish a K-12 pipeline of future industry talents. A multi-university education research team led by MIT, Clemson University, and The University of Arizona, has completed an integrated photonics and fiber optics industry education roadmap, and created a mix of (i) desktop Virtual Reality (VR) tool-training sims, (ii) photonics device visualization sims, and (iii) application-focused educational games, for both online MOOC learning and blended learning in training bootcamps. In addition, (iv) an Augmented Reality Game (ARG) has been created for K-12 engagement. Collectively, these education assets can facilitate the upskill of photonics-adjacent industry incumbent and incipient workers; the reskill of legacy photonics industry incumbent workers; and acculturate a next-generation workforce to evolving photonics careers. We review examples of (i)-(iii), including an optical fiber preform lathe and fiber draw tower sim; a photonic chip die bondersim; passive and active microphotonic device sims; and games that instruct in the operational trade-offs of photonics-enabled hyperscale data centers, on-chip chemical gas sensors, mmWave wireless drones, and LiDAR imaging vehicles. Such a cumulative curricular instruction is anticipated to fortify learner motivation by interconnecting the procedural skilling of manufacturing tools, with the scaffolding of photonics device function intuition, and constraint-analysis of complex real-world engineering systems. Results from summative A/B testing in a MOOC course and formative assessment interviews during a blended learning bootcamp demonstrate the capacity of these interactive digital tools to both enhance (technician and engineer-level) learner retention, and reduce the preparatory overhead and cognitive load of on-site instructors. Early results from the testing of the ARG may indicate an engagement impact in K-12 introduction to integrated photonics, by highlighting causal links between the operation of complex photonics engineering systems and fundamental optics concepts, such as total internal reflection and light scattering. Collectively, these educational strategies suggest disruptive new methods to enhance interstitial learning experiences and sustain life-long learning practices for engineers and technicians pursuing microelectronics and integrated photonics careers.