Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)

ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

EVALUATING THE EFFECTIVENESS OF A FESTO DIDACTIC SYSTEM

IN ADVANCED TRAINING: AN ANALYSIS OF STUDENT
SATISFACTION

BALTI ALA1, YAHYAOUI AMEL2 and LAKHOUA MOHAMED NAJEH3

1, 2Research Laboratory LR13ES03 SIME, National High School of Engineering of Tunis, ENSIT,
University of Tunis, Tunisia. E-mail: 1ala.balti.esstt@gmail.com, 2ameel_yahyaoui@yahoo.fr,
3Research Laboratory Smart Electricity & ICT, SEICT, National Engineering School of Carthage,

ENICarthage, University of Carthage, Tunisia. E-mail: MohamedNajeh.Lakhoua@enicarthage.rnu.tn

Abstract
This article presents an advanced automation system for teaching and research at the National
Engineering School of Carthage (ENICarthage), Tunisia. The system hardware, software and applications
include simulation functionality, which can be used in the study and the analysis of the process. This
paper describes the implementation of the Festo Didactic system for basic and advanced training. The
goal of the system is to support existing production structures within industries and optimize resource
usage through augmented production and planning strategies, such as those used in the automotive and
food processing industries.
Keywords: Engineering Education, Automation, Festo Didactic, Mechatronics.

1. INTRODUCTION
The industrial landscape is undergoing a transformative shift through Industry 4.0,
driven by ongoing progress in manufacturing technology and automation systems. This
involves not only the integration of IT with industrial production but also the adoption of
advanced technologies and data management techniques like Festo Didactic systems.
As illustrated in Figure 1, the relationship between teacher, student, and industry
engineer is crucial to Industry 4.0's success. Students, ranging from undergraduates to
engineers and masters, are essential players in this new era of industry, with support
from teachers who provide lectures on project management, supervise and evaluate
student projects. Meanwhile, engineers from leading industrial partners are instrumental
in implementing and advancing Industry 4.0 technologies and processes.
Figure 1: Relation between student, teacher and industry engineer

Teacher
(University)

Student Engineer
(University) (Industry)

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Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

 Students, including undergraduate, engineer and master.

 Teachers who give lectures on project management, supervise and evaluate
student projects.
 Engineers, from word-class industrial partners.

2. REVIEW OF RELATED LITERATURE

Numerous universities worldwide have integrated mechatronics into their engineering
programs (Senk et al., 2015), as well as in their engineer workforce development and
postgraduate degree courses (Senk et al., 2015; Amerongen et al., 1996). To motivate
students, Shahnia et al. (2015) presented various techniques in their paper, including
laboratory activities developed for the automation systems course at Curtin University,
Australia, which can be applied to automation workshop instruction. These activities
were designed to enhance the learning experience of undergraduate and postgraduate
electrical engineering students, allowing them to observe the performance of workshop
systems. Mamdouh and Mohamed (2023) conducted a study on staff satisfaction and its
impact on students' satisfaction with service quality in the United Arab Emirates, while
Budiana and Djuwari (2023) investigated students' perceptions of computer-assisted
language learning (CALL). According to their research, most students found their
learning experience much easier when understanding the materials taught to them,
especially in listening skills.
At other universities, hands-on activities were designed for students to program and
operate Programmable Logic Controllers (PLCs) (Senk et al., 2015; Sahin et al., 2010),
providing them with practical experience and improving their comprehension of control
and automation concepts. In other mechatronic laboratories, the design, development,
and commissioning of automation labs helped students better understand these
concepts (Senk et al., 2015).
In their study, Lakhoua et al. (2020) outlined the composition of teaching modules in
industrial automatism and developed a digital support system to make them accessible
to students through distance learning. Some universities have established SCADA
(Supervisory, Control And Data Acquisition) Labs (Senk et al., 2015; Thomas et al.,
2004) or integrated them with didactic sets to allow for the integration of knowledge
acquired through various courses, including PLC programming (Senk et al., 2015;
Ostojic et al., 2010; Lakhoua et al., 2021). SCADA systems are also utilized in remote
laboratories for systems engineering and automation control courses (Senk et al., 2015;
Besada Portas et al., 2013).
This paper proposes learning solutions for advanced training that simulate the
processes of a real production line for product assembly using the Festo Didactic
systems framework for Industry 4.0. The study evaluates the potential use of Festo
Didactic in digitizing design processes, analyzing its implementation in the educational
system in terms of reference architecture. The conclusion highlights the integration of
key elements of Festo Didactic into the educational system.

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Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

Before the Laboratory of Industrial Automation was modernized, students had limited
access to complex teaching equipment for practicing the usage of different PLCs in real-
world industrial situations. In 2016, the National School of Engineering of Carthage
(ENICarthage) in Tunisia acquired modern factory simulation equipment, including the
Festo Multi FMS (Flexible Manufacturing System) for their mechatronics laboratory.
Developed by Festo Didactic, the system simulates the processing, checking, and
assembly of different sized and colored pneumatic cylinders.
The Festo Didactic system consists of multiple work cells and separate control units
(PLC or robot control units) connected over Ethernet. This Ethernet connection allows
for communication between PLCs, enabling students to study distributed control
systems. This paper focuses on the Festo course systems for the engineer studies of
mechatronics at ENICarthage and presents the results of student evaluations of the
Festo lab workshops, providing valuable feedback for future improvements.
The rest of the paper is structured as follows: Section 2 covers advanced and
specialized training, Section 3 describes the study process of the Flexible
Manufacturing System for advanced learning, Section 4 details the educational
applications of interactive teaching, Section 5 presents the evaluation and findings of
student satisfaction at ENICarthage, and Section 6 concludes the work.

3. LEARNING ENVIRONMENT FOR ADVANCED AND SPECIALIZED TRAINING

Festo Didactic is dedicated to enhancing the quality and effectiveness of education by
providing lab and workshop equipment for technical training. The company offers a wide
range of learning systems and technologies to support engineering schools and
industries, including pneumatics and hydraulics, which are vital components of modern
industrial operations. The mobile workstation system provided by Festo Didactic offers a
flexible and adaptable learning environment, allowing for optimized teaching situations,
efficient use of space, and increased safety. The learning systems are designed to save
time and offer a customized learning experience, making them a popular choice for
schools, universities, and industries. Festo Didactic's offerings aim to equip the
specialists of tomorrow with the skills and knowledge needed to excel in their careers.
(Figure 2 and Figure 3) present examples of the MPS (Modular Production System)
Transfer Line system of the Flexible Manufacturing System Multi FMS.

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Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

Figure 2: Examples of the MPS (Modular Production System) Transfer Line

system of Flexible Manufacturing System Multi FMS

Distribution Station Testing Station Processing Station Handling Station

Robot Station Assembly Station Sorting Station Storing Station

4. STUDY PROCESS OF FLEXIBLE MANUFACTURING SYSTEM MULTI FMS

4.1 PLC SIEMENS 314C-2PN/DP
By utilizing the education trainer concept with the programming tool STEP 7, students
can receive fundamental training in standardized programming languages, including
ladder diagram, instruction list, and function chart (figure 4). This comprehensive
approach enables learners to build a strong foundation in programming, preparing them
for future studies in automation and control systems. STEP 7 is an essential software
package used for configuring and programming SIMATIC automation systems, making
it a crucial tool in the automation industry. The SIMATIC software suite, which includes
STEP 7, is widely adopted in the industry for its reliability and efficiency.
Figure 3: Scientific Diagram of Flexible Manufacturing System Multi FMS

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Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

Figure 4 : PLC Siemens 314C-2PN/DP

The STEP 7 software provides comprehensive support for users throughout all stages
of the automation solution development process. It enables configuration and
programming of SIMATIC automation systems, creation and editing of logic diagrams,
testing and debugging of programs, data management and archiving, creation and
editing of HMI applications, networking and communication setup, safety functions
integration, project documentation and documentation generation, remote maintenance
and troubleshooting, and more, depending on the specific software version and
hardware components being used. Additionally, with SIMATIC Manager, users can
diagnose system faults both offline, without a PLC being connected, and online, with a
PLC connected. This versatility makes STEP 7 an indispensable tool for automation
professionals.
4.2 Stations of the Production Line
The production line consists of several stations (figure 2) that perform different
functions, including the Distribution Station, which separates workpieces from a stack
magazine and transfers them to the first downstream station; the Testing Station, which
assesses the suitability of parts for further processing using various sensors and a
measurement module; the Processing Station, which combines electrical actuators to
simulate the process of testing and drilling; the Handling Station, which utilizes different
handling devices to replace or handle items; the Robot Station and Assembly Station,
which focus on assembling parts using a robot and different learning strategies, such as
teaching, simulating, and programming a robot; the Sorting Station, which sorts
completed parts using color and material recognition; and the Storing Station, which
stores materials using a rotary servo drive and linear cylinders to place the workpiece
into three different storage levels. These stations are equipped with different
technologies, such as electrical drives, handling devices, and robotics, and offer a
comprehensive learning experience for students in various fields, including automation
and control systems.

5. EDUCATIONAL APPLICATIONS OF THE INTERACTIVE TEACHING SYSTEM

5.1 Description of the Experimental Platform: Sorting Station
Table 1 lists the components and parts included in the sorting station of the MPS
(Modular Production System), which is comprised of various shown elements. It is

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Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

important to note that certain components and accessories have been intentionally
excluded from the table.
Table 1: Components of sorting Station
1 1x fully assembled and tested MPS Sorting
Station
2 1x MPS Trolley
3 1x MPS Control console
4 3x Pneumatic sorting gate module
5 1x Stopper module
6 1x Inductive and retro-reflective sensor
7 1x On-off valve with filter regulation valve
8 1x Set of cables, connectors and accessories

The sorting process of the MPS Sorting Station involves three slides, where work pieces
are sorted based on their properties. The process begins with a diffuse sensor detecting
work pieces at the beginning of the conveyor, while sensors located upstream of the
stopper detect their properties, such as color and material. To sort the work pieces onto
the correct slides, the branches are activated by short-stroke cylinders through a
deflector. Finally, the level of the slides is monitored by a retro-reflective sensor.
5.2 SysML Language
SysML is a graphical modeling language designed for systems engineering to analyze,
design, verify and validate multiple systems. It is an extension of a subset of UML with
block modeling replacing class and object modeling for a vocabulary more suited to
Systems Engineering (Lakhoua M. N. and al., 2021). SysML includes nine types of
diagrams to represent the functional, structural and behavioral aspects of a system. The
use case diagram and requirements diagram are used for functional modeling, while the
block definition diagram, internal block diagram, and parametric diagram are used for
structural modeling. These diagrams make it possible to represent the requirements,
components, functioning of the system, and flows of material, energy, and information.
Systems Modeling Language (SysML) is a graphical modeling language specific to the
field of systems engineering for the analysis, design, verification and validation of
multiple systems (Florin-Timotei and al., 2019). It is an extension of a subset of UML
(Unified Modeling Language) with the replacement of class and object modeling by
block modeling for a vocabulary more adapted to Systems Engineering.
5.3 Application of SysML on the sorting station
The block definition diagram (figure 5) describes the structure of the system according
to a material, functional or logical. It lists the components of the system. Each block can
be described more precisely by indicating its components, its properties, the operations
it can perform and their limits.

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Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

Figure 5: The block definition diagram of the Sorting Station

Sorting Station

Sorting Station

Main System

Sorting Station

Barrier Slides Human Machine Interface Sensor 5 LC Siemens 314C-2PN/DP Cylinders

1 or more elements
Conveyor 1 Only element

Optics 5 Inductive 5 Separators

Conveyor belt Motor Capacitive 5 Photoelectric 5 Pneumatic

Each block's multiplicity indicates the relationship between the connected ends,
specifying the number of components without conveying any significance. The use case
diagram portrays a series of actions executed by the system to offer services to users.
To associate a use case with an actor, the diagram includes links, expressed as
"include" or "extend," that demonstrate the functionality required to accomplish the
system's objective. The "include" connection identifies the necessary functionalities to
fulfill the system's goal. The "extend" connection signifies the additional functionalities
that are not essential for the system to achieve its objective. To visually depict
requirements in the model, the requirements diagram is employed. A requirement
denotes a capability or restriction that the system must fulfill, such as a function that it
must perform or a standard for its performance, reliability, or security. Two fundamental
attributes of a requirement diagram are its distinct identifier, which facilitates traceability
with the architecture, and its descriptive text. SysML introduces novel forms of
interdependence:
 Derive: one or more requirements are derived from a first one.
 Satisfy: one or more elements of the model (e.g., a block) can satisfy a
requirement.
 Verify: one or more elements of the model (e.g., a "test case") are used to verify
and validate a requirement.
 Refine: one or more elements of the model (e.g., a use case), redefines a
requirement.
The activity diagram is one of the dynamic diagrams proposed by SysML (Besada
Portas and al., 2013), (Florin-Timotei and al., 2019), (FEMI and al., 2020). It shows the
flow of control from action to action. But it offers important additional capabilities such

April 2023 | 34
Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

as the ability to link with structural modeling blocks and the ability to model continuous
flows.
The basic elements of the activity diagram are:
 Actions;
 Control flows between actions;
 Decisions;
 A beginning and one or more possible ends.
Description of the process:
 The token in black shown in the two figures below is the starting point of the graph.
 If the conditions are verified, the token leaves the starting point and moves to the
first state.
 The presence of the token in the targeted state causes the execution of the entry
task of this state.
 During the time the token is present, the activity is performed. If the exit transition
is verified, the token leaves the state it is in and subsequently causes the
execution of the exit action activity.
 The graph remains active as long as the token has not arrived at the exit of the
system.
5.4 Dynamic Modeling of the Festo Sorting Station
To depict the GRAFCET of an automation, it is crucial to identify its input and output
variables. (Lakhoua M.N. and al, 2020), (Florin-Timotei and al., 2019). The following
table lists (Table 2) the inputs and outputs of the PLC.
Table 2: The inputs and outputs of the PLCof Festo sorting Station
Symbols Identify Details
Part_av Part_AV Part sensor available
Mat_ind B2 Inductive sensor for material testing
Mat_opt B3 Optical sensor for material control
Sen_full B4 One of the sliders is filled
Sw1_back 1B1 Separator 1 for red part is in back position
Sw1_frnt 1B2 Separator 1 for red part is in front position
Sw2_back 2B1 Separator 2 for aluminum parts is in back position
Sw2_frnt 2B2 Separator 2 for aluminum parts is in front position
Conmot K1 Conveyor motor relay
Switch1 1Y1 Separator cylinder 1
Switch2 2Y1 Separator cylinder 2
Stopper 3Y1 Cylinder stopper
Start S1 START Button
Stop S2 STOP Button
AutoMan S3 Switch automatic and manual cycle
Reset S4 RESET Button

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Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
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Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

The GRAFCET of the Sorting Station is as below (figure 6).

Figure 6: GRAFCET of the Festo Sorting Station

6. EVALUATION AND FINDINGS

All courses at mechatronic program are evaluated at the end of each semester. In this
section, the effects of the laboratory activities are presented and discussed. First,
student satisfaction was analyzed from official evaluation results carried out by
ENICarthage.
The satisfaction and total scores of the students were compared for the periods before
the laboratory development (academic year 2018-2019) and after the finalization of the
laboratory development (academic year 2020-2021).
6.1 Comparison of Student Satisfaction
Until 2017, the mechatronic course had only one practical activities with industrial
automation Omron SYSMAC. The practical laboratory session was used for
demonstration purposes only; students carried out no activity, but only observed the
laboratory supervisor running.
The survey mentioned in the following table (Table 3) has been distributed to all
enrolled students in 2019 and 2020, respectively.
One hundred students enrolled in 2019, and one hundred students enrolled in 2020.
With a student response rate 100 %.

April 2023 | 36
Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

The students enrolled in mechatronic department in 2019 described the laboratory

activities (Industrial automation Omron SYSMAC) as “useless” and “not well-organized”.
From figure as bellow (Figure 8), it can be seen that a 98 % increase in student
satisfaction is observed for their motivation of Festo Didactic labs.
6.2 Assessment of level of Student Satisfaction
During academic years 2019-2020 and 2020-2021, the students praised the Festo
Didactic laboratory activities as being “well-designed and fairly practical".
A few samples of Satisfaction Survey Questions from students are provided in table 3
and the satisfaction student’s level [%] are presented in figure 7.
In addition, the students rank their level of Strongly Agree, Agree or Neutral with several
predefined satisfaction survey questions (Table 3).
Table 3 lists a comparison between the agreement levels of students for these
statements is shown in figure 7 for the periods before and after the development of the
Festo Multi FMS (Flexible Manufacturing System).
Figure 7: Satisfaction students’ level [%] of Festo Multi FMS, ENICarthage

Festo Didactic learning systems are widely used by schools, universities, and industrial
institutions and companies to train future specialists. The systems cover a
comprehensive range, from simple simulation software to tailored training packages,
from modular learning factories to fully equipped training centers. The evaluation of the
students who used the Festo Didactic labs showed a high level of satisfaction with the
hands-on activities, equipment, and teaching methods that emphasized problem-based
learning and applied engineering.
The use of such advanced technology in the education sector can improve the learning
experience for students, and prepare them for the industry. With the integration of
Industry 4.0 technologies and the implementation of modern data management
techniques, the Festo Didactic system is a valuable tool for training future automation

April 2023 | 37
Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
ISSN: 1671-5497
E-Publication: Online Open Access
Vol: 42 Issue: 04-2023
DOI 10.17605/OSF.IO/V34KG

engineers. As the industry continues to advance and evolve, it is crucial for educational
institutions to keep up with the latest technologies and methodologies in order to train
the next generation of engineers and technicians. This research is just a small step
towards the future of education and research in industry 4.0, and there are still many
opportunities to be explored.
Table 3: Survey Questions and Satisfaction students level [%]
LEVEL OF SATISFACTION
SATISFACTION SURVEY QUESTIONS STRONGLY AGREE NEUTRAL
AGREE
1- Did you attend the totality workshop of Festo Multi
FMS (flexible manufacturing system)? (Yes: agree or X
No: neutral)
2- Rate your overall level of satisfaction with of Festo
X
Multi FMS (flexible manufacturing system).
3- Overall, how did this year’s the workshop flexible
X
Festo compared to last year?
4- The training Festo didactic helped build my capacity
X
to respond to the needs of industry systems.
5- The training Festo didactic increased my
knowledge of Mechatronics and programmable logic X
controllers.
6- The training increased my understanding about the
key issues related to engineering working with
X
Sematic automation systems Step 7 and PLC
Siemens 314c-2PN/DP.
7- The training improved my presentation skills of
factory automation. X
Satisfaction of student’s level [%] after
development of the Festo Multi FMS
(Flexible Manufacturing System), 80% 18% 2%
Academic years2019-2020 and 2020-
Satisfaction
2021.
students
Satisfaction of students’ level [%]
level [%]
before development of the Festo Multi
FMS (Flexible Manufacturing System), 33% 30% 37%
Academic years 2017-2018 and 2018-
2019.

The discussion of this research highlights the importance of hands-on training in the
field of automation and control systems. The use of the Festo Didactic system provides
students with a realistic and engaging learning experience that can help them develop
the skills and knowledge needed to succeed in the industry. The system's ability to
replicate real-world production processes allows students to gain experience with
modern technologies and methodologies, such as Industry 4.0 and modern data
management techniques.

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Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition)
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Vol: 42 Issue: 04-2023
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The results of the student evaluations indicate that the Festo Didactic system is an
effective tool for training future automation engineers. The students were highly satisfied
with the hands-on activities, equipment, and teaching methods that emphasized
problem-based learning and applied engineering. This suggests that the use of
advanced technology in the education sector can improve the learning experience for
students and prepare them for the industry.
However, it's worth mentioning that the evaluation of the students' satisfaction was
conducted in a specific institution, and more research could be done to study the
effectiveness of the Festo didactic system in other institutions and cultures. Also, more
research could be done to explore other applications of the Festo didactic system in
other fields such as robotics, mechatronics, and Industry 4.0.
In conclusion, the Festo Didactic system is a valuable tool for advanced training in the
field of automation and control systems, and its integration in educational institutions
can help prepare future engineers for the industry. Further research is needed to
explore other applications and study the effectiveness of the Festo didactic system in
different institutions.

7. CONCLUSION
To sum up, the Festo Didactic system is an advantageous resource for enhancing
knowledge in automation and control systems. It offers a practical approach to learning
by simulating real production line processes for product assembly, which allows
students to gain experience with contemporary industrial technologies. The feedback
from students who have used the system at ENICarthage in Tunisia has revealed that
they were pleased with the hands-on activities, equipment, and teaching methods that
focused on applied engineering and problem-based learning.
Acknowledgment
The financial support for this research was provided by ENICarthage College (PAQ Project-2016), along
with the SIME and SEICT research laboratories of ENSIT and ENICarthage, respectively. Additionally, the
Mechatronics department of ENICarthage contributed to the research as well.

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