Edu-Fare – A 3D Visualizing E-learning Platform

A Project Report submitted in partial fulfillment of the requirements for the award of the degree of

Bachelor of Technology

in

Computer Science and Engineering

by

Tanmay Modi (MIS: 111915132)

Semester: VIII

Department of Computer Science and Engineering

Indian Institute of Information Technology, Pune

(An Institute of National Importance by an Act of Parliament)

MAY 2023
 BONAFIDE CERTIFICATE

This is to certify that the project report entitled “Edu-Fare – A 3D Visualizing E-learning
Platform” submitted by Tanmay Modi bearing the MIS No: 111915132, Tanmay Modi bearing
the MIS No: 111915132, in completion of his project work under the guidance of Dr. Shruti Taksali
is accepted for the project report submission in partial fulfillment of the requirements for the award of
the degree of Bachelor of Technology in the Department of Computer Science and Engineering,
Indian Institute of Information Technology, Pune (IIIT Pune), during the academic year 2022-23.

Dr. Shruti Taksali Sanjeev Sharma

Project Guide Head of the Department
Adjunct Assistant Professor Assistant Professor
Department of ECE Department of CSE
IIIT Pune IIIT Pune

Project Viva-voce held on 18/04/2023

 Undertaking for Plagiarism

I Tanmay Modi solemnly declare that research work presented in the report/dissertation titled “Edu-
Fare – A 3D Visualizing E-learning Platform” is solely my research work with no significant
contribution from any other person. Small contribution/help wherever taken has been duly acknowledged
and that complete report/dissertation has been written by me. I understand the zero tolerance policy of
Indian Institute of Information Technology Pune towards plagiarism. Therefore, I declare that no
portion of my report/dissertation has been plagiarized and any material used as reference is properly
referred/cited. I undertake that if I am found guilty of any formal plagiarism in the above titled thesis
even after award of the degree, the Institute reserves the rights to withdraw/revoke my B.Tech degree.

Tanmay Modi (MIS 111915132(

 Conflict of Interest

Manuscript title: Edu-Fare – A 3D Visualizing E-learning Platform

The authors whose names are listed immediately below certify that they have NO affiliations with or
involvement in any organization or entity with any financial interest (such as honoraria; educational
grants; participation in speakers’ bureaus; membership, employment, consultancies, stock ownership, or
other equity interest; and expert testimony or patent-licensing arrangements), or non-financial interest
(such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject matter
or materials discussed in this manuscript.

Tanmay Modi (MIS 1119151132)

 ACKNOWLEDGEMENT

This project would not have been possible without the help and cooperation of many. I would like to thank
the people who helped me directly and indirectly in the completion of this project work.
First and foremost, I would like to express my gratitude to our honorable Director, Prof. O.G. Kakde, for
providing his kind support in various aspects. I would like to express my gratitude to my project guide Dr.
Shruti Taksali, Department of ECE, for providing excellent guidance, encouragement, inspiration, constant
and timely support throughout this B.Tech Project. I would like to express my gratitude to the Head of
Department Dr. Sanjeev Sharma, Department of CSE, for providing his kind support in various aspects.
I would also like to thank all the faculty members in the Department of CSE and my classmates for their
steadfast and strong support and engagement with this project.

(Note: Students may add or change the Acknowledgement as per their preference, but
it must not exceed one page.)
Edu-Fare – A 3D Visualizing E-learning Platform

Abstract

In this pandemic situation E-learning has proved a new and efficient method. For the past year, students are
stuck in their homes and have attended numerous online classes like a burden due to which many unprivileged
students left the most potential asset i.e., Education. Though Online classes are proven to be accessible for all
still they are monotonous and concepts taught are not retained by our minds. The situation becomes worse
when a subject is mostly based on practical because visualization is most important in such subjects as
Physics, Biology, and many more. Basic challenge is to Make Learning Interesting in order to motivate
unprivileged students to study and gain knowledge.

Keywords: E-Learning, 3D Modelling, E-learning

 TABLE OF CONTENTS

Abstract i

(i) List of Figures/Symbols/Nomenclature iv

(ii) List of Tables v

1 Introduction 1

1.1 Overview of work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 Motivation of work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.3 Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.4 Research Gap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Problem Statement

2.1 Research Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2.2 Methodology of work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2.3 Screenshot of Schema . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

2.4 Architecture Diagram. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2.5 Technology Stack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3 Analysis And Design 9

4 Results and Discussion 10

5 Conclusion and Future Scope 11

6 References 12

7 Publication (if any)

6
 List of Figures

1 Fig 2.1 – Articles Schema . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2 Fig 2.2 – Blog Schema . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3 Fig 2.3 – Course Schema . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

4 Fig 2.4 – User Details Schema . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

5 Fig 2.5 – User Meta Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

6 Fig 2.6 – Application Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

7 Fig 2.7 – Database Architecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

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 Chapter 1
Introduction

1.1 Overview of Work

After COIVD-19 E-learning now has become an important aspect in studies. Online studies have basically
changed the way of getting acquainted with topics and concepts in simple words it has changed they way of
learning. As previously students used to study in their classrooms but, e-learning has overcome the boundaries
of classroom teachings. But this new teaching concepts has its own bottlenecks. Classroom is considered a
more effective way of teaching because of obvious reasons and teacher make their students understand
visualize the concepts. While in e-learning, it become difficult to provide such level of excellence to inculcate
knowledge of students.

1.2 Motivation of the Work

From overview we’ve got an understanding that e-learning is important from future point of view in the field
of teaching, yet we have to overcome the limitations of e-learning and thus had thought to develop one such
platform that fulfills the purpose. It shall not only provide the depth of concepts by also eradicate illiteracy.
Access and convenience: An e-learning platform can provide access to learning resources anytime, anywhere,
and from any device. This can be particularly useful for learners who have busy schedules, limited access to
physical learning facilities, or prefer self-paced learning. Interactivity and engagement: E-learning platforms
can provide interactive and engaging learning experiences through multimedia content, gamification, and
social learning features.

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Edu-Fare – A 3D Visualizing E-learning Platform

1.3 Literature Review

E-learning has revolutionized the way education is delivered to students. With the increasing demand
for online learning platforms, 3D e-learning platforms have become increasingly popular due to their
ability to provide a more interactive and engaging learning experience. Node.js is a popular platform
for building web applications, and it is well-suited for building 3D e-learning platforms due to its
scalability and ease of use.

One of the main benefits of 3D e-learning platforms is the ability to visualize complex concepts and
ideas in a more interactive and engaging way. This is particularly important in STEM subjects, where
concepts can be difficult to grasp through traditional teaching methods.

Another advantage of 3D e-learning platforms is the ability to incorporate gamification elements, such
as leaderboards and rewards, to motivate students to engage with the content. This can lead to increased
student motivation and engagement.

In terms of the implementation of 3D e-learning platforms using Node.js, there are several frameworks
and libraries that can be used. One example is Three.js, a JavaScript library that provides a high-level
API for creating 3D animations and visualizations in the browser. Another example is A-Frame, a web
framework for building virtual reality experiences using HTML and JavaScript.

Overall, the literature suggests that 3D e-learning platforms made with Node.js have the potential to
provide an engaging and interactive learning experience for students. By incorporating 3D visualization,
gamification elements, and personalized learning features, these platforms can help to improve student
motivation, engagement, and learning outcomes. Additionally, Node.js provides a scalable and easy-to-
use platform for building these applications, making it a popular choice for e-learning platform
development.

● E-Learning Literature Review / ResearchGate.com

https://www.researchgate.net/publication/331938876_E-learning_A_review_of_literature

● Tracking e-learning through published papers: A systematic review / University

of Lisoba
https://repositorio.iscte-iul.pt/bitstream/10071/25052/1/article_59593.pdf

● Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

https://link.springer.com/article/10.1007/s10796-020-10097-2

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Edu-Fare – A 3D Visualizing E-learning Platform

1.4 Research Gap

There are several potential research gaps in the area of 3D e-learning platforms, some of which are:

• User engagement: While 3D e-learning platforms can offer interactive and immersive learning
experiences, there is a lack of research on how to effectively engage learners and promote active
learning in these environments.

• Learning outcomes: While there is some evidence to suggest that 3D e-learning platforms can
improve learning outcomes, more research is needed to understand the specific factors that
contribute to this, such as the design of the platform, the type of content, and the level of
interactivity.

• Accessibility: 3D e-learning platforms may present accessibility challenges for learners with
disabilities, and there is a need for research on how to make these platforms more inclusive and
accessible.

• Technology limitations: The use of 3D graphics and other advanced technologies in e-learning
platforms can be demanding on hardware and network resources. There is a need for research
on how to optimize these platforms for different devices and network conditions.

• Pedagogical approaches: While 3D e-learning platforms offer new opportunities for pedagogical
approaches such as experiential learning and problem-based learning, there is a need for research
on how to effectively design and implement these approaches in 3D environments.

Identifying these research gaps can help guide future research efforts in the area of 3D e-learning
platforms and improve their effectiveness and usability for learners.

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 Chapter 2
Problem Statement

To provide education for everyone (unprivileged community) through interactive and affordable E-learning
platform.

2.1. Research Objectives

Here are some potential research objectives for a study on 3D e-learning platforms:

• To evaluate the impact of 3D e-learning platforms on learning outcomes, such as knowledge retention,
skill development, and learner engagement.

• To investigate the factors that contribute to effective learning in 3D e-learning platforms, such as the
design of the platform, the type of content, and the level of interactivity.

• To explore the potential of 3D e-learning platforms for experiential learning and problem-based
learning, and to identify best practices for designing and implementing these approaches in 3D
environments.

• To assess the accessibility of 3D e-learning platforms for learners with disabilities and identify
strategies for making these platforms more inclusive.

2.2. Methodology of the Work

To idea is to create a web application that e-learning platform in which you can you not only study like other
e-learning platform but It also provides 3D visualization of topics for the throughout deep understanding of
concepts. In this application user can be of two students and tutor, if a tutor creates an account then tutor can
create course and articles and that content will be consumed by students.

1. How it helps to solve the problem?

With this application, we focus to solve the problem. It utilizes 3D Models, Augmented reality to give, real-
life simulations or feels of various models and make the learning process more impactful and interesting.
With an interactive live feature, students can ask the teacher their doubts instantly and also can discuss among
themselves.

2. What are the impact metrics that one can use to analyze the effect of the solution?
The users will get a personalized learning experience and will be able to learn at their own pace.
The users will be able to explore 3d models at the tip of their fingers to make learning fun and fascinating
and engaging.

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Edu-Fare – A 3D Visualizing E-learning Platform

The screen time will be monitored and status will be sent on guardian’s mobile number. Text to speech
features enables students to listen their lessons, Para Queries: A features that generates summary of big texts
with the help ML model. Certification will be provided which can verified via blockchain technology. Tests,
Exercises, and Quizzes with leaderboards which can be managed by tutor. The in-app messaging will help in
doubt clearance of the users. Security mechanism design to prevent unwanted access to sensitive information.
A username and password for login. Forgot password feature.

2.3. Screenshots of Schema

Fig 2.1 Articles Schema

Fig 2.2 Blog Schema

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Edu-Fare – A 3D Visualizing E-learning Platform

Fig 2.3 Course Schema

Fig 2.4 User Details Schema

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Edu-Fare – A 3D Visualizing E-learning Platform

Fig 2.5 User Meta Details

2.4. Architecture Diagrams

Fig 2.6 Application Architecture

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Edu-Fare – A 3D Visualizing E-learning Platform

Fig 2.7 Database Architecture

2.5. Technology Stack

1. Frameworks/Technologies stacks to be used

Ø NodeJs: Backend Framework for the perfectionist
Ø Flutter: Hybrid Mobile App Development
Ø MongoDB: Database System
Ø HTML/Bootstrap/AJAX: Front-end Development library
Ø Figma: UI/UX Design
2. Assumptions, constraints, and solution decision points (Reason
behind choosing a technology)
Ø Flutter: We decided to go with flutter because it is cross-platform, one can use the
same code base for your iOS and Android app. This will definitely save both time and
resources.
Ø Node.js: it is a cross-platform runtime environment, built on V8, high-performance
open-source JavaScript engine. To ensure outstanding performance, Node.js applies
event-driven, non-blocking I/O paradigm.
3. Extent of Scalability/Usability
Precisely chosen technology stack makes Edu-Fare robust and scalable. MongoDB is
absolute right choice seeing eventual growth of the app and it’s community in terms of
Users, Platforms Content and Reliability.

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 Chapter 3
Analysis and Design

Creating a 3D e-learning platform using Node.js and EJS would involve several stages of analysis and design.
Here are some potential steps to consider:

Analysis of user requirements: The first step would be to identify the user requirements for the platform, such
as the types of content to be delivered, the level of interactivity required, and the accessibility needs of the
learners. This analysis should involve stakeholders such as educators, instructional designers, and learners.

Design of the platform architecture: Once the user requirements have been identified, the next step would be
to design the architecture of the platform, including the database schema, server-side logic, and client-side
rendering. Node.js would be used for the server-side logic, and EJS would be used for templating the HTML
views.

Development of the platform: After designing the platform architecture, the development process would
involve writing the server-side and client-side code to implement the platform features. This would include
creating user accounts, uploading and organizing content, and developing interactive features such as quizzes
and simulations.

Testing and debugging: Once the platform is developed, it would need to be thoroughly tested to ensure that
it works as intended and is free from bugs and errors. This would involve testing the platform on different
devices and network conditions, as well as performing user acceptance testing with representative learners.

Deployment and maintenance: Once the platform has been tested and is ready for use, it would need to be
deployed to a production environment and maintained over time. This would involve monitoring the platform
for performance issues and security vulnerabilities, and making updates and improvements as needed.

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 Chapter 4
Results and Discussion

• Online Classes have substandard impact on society because of monotonous/non-interactive way of

teaching. Whereas Edu-Fare enables interactive learning. Thanks to AR technology & 3D visualization
of lessons.

• This statement highlights the limitations of traditional online classes and suggests that Edu-Fare
overcomes these limitations by offering interactive learning experiences enabled by AR technology
and 3D visualization of lessons. This means that students can engage with the material in a more
immersive way, which may improve their understanding and retention of the material.

• Continues interactions with tutor will keep an eye on student to monitor students’ progress regularly.

• This statement suggests that the platform includes features that enable ongoing communication and
feedback between students and tutors. By keeping a regular eye on students' progress, tutors can
provide targeted support and identify areas where students may need extra help.

• This statement suggests that the platform includes features that enable parents or guardians to monitor
their children's app usage, which may be useful for managing screentime and ensuring that students
are using the platform in a productive and healthy way.

• This statement highlights a feature that allows students to listen to their lessons as audio content, which
may be useful for students who prefer to learn through auditory means or who want to review the
material while on the go.

• This statement suggests that the platform includes a feature that provides students with a certificate
upon completion of a course, and that this certificate is verified via blockchain technology. This may
be useful for demonstrating knowledge or skills to potential employers or for further education.

• ParaQueries (A new feature) will lets you create summary of big documents with just a click.

• This statement suggests that the platform includes a feature that provides students with assistance in
clearing up any doubts they may have about the material. This may be useful for improving student
comprehension and ensuring that students feel confident in their understanding of the material.

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 Chapter 5
Conclusion and Future Scope

5.1 Following are the future scope of this project:

To add Virtual Reality (VR) functionality:

This point suggests that the platform aims to incorporate Virtual Reality technology to enhance the
immersive experience of learning. With VR technology, students can explore and interact with 3D models
in a more realistic environment, making it easier to understand complex concepts.

To add more subjects and Customized 3D models:

This point suggests that the platform aims to expand its offering of subjects and 3D models. By adding
more subjects, the platform can cater to a wider range of students, while customized 3D models can help
students to understand the material in a more engaging and interactive way.

To design a Database to keep track of students and teacher:

This point suggests that the platform aims to develop a database that can store information about students
and teachers, which can be used to track progress, monitor attendance, and provide targeted support.

To introduce one-to-one video conferencing meet:

This point suggests that the platform aims to include a feature that enables students and teachers to have
one-to-one video conferencing sessions. This can be useful for providing personalized support, discussing
individual progress, and addressing any questions or concerns that students may have.

To create different portals for teachers and students:

This point suggests that the platform aims to develop separate portals for teachers and students, each with
different features and functionalities. This can help to provide a more tailored experience for each user
group and ensure that each group has access to the tools and resources they need.

To allow 100 free visits per month for revenue generation:

This point suggests that the platform aims to offer a certain number of free visits per month, after which
users would need to pay to access additional content or features. This can help to generate revenue for the
platform and ensure that it can continue to offer high-quality content and features.

To optimise the app so that the user experience becomes smoother:

This point suggests that the platform aims to improve the user experience by optimising the app's
performance and functionality. This can help to ensure that the platform is easy to use and navigate, which
can enhance the learning experience for students.

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 References

1. "Building a Node.js E-commerce App with MEAN Stack - Part 1" by Aman

Mittal Link: https://www.freecodecamp.org/news/building-a-node-js-e-

commerce-app-with-mean-stack-part-i/

2. "Getting Started with Express.js" by Tania Rascia Link:

https://www.taniarascia.com/node-express-postgresql-heroku/

3. "Building a CRUD application using Node.js, Express, and MongoDB" by

Michael Herman Link: https://dev.to/michaelburrows/building-a-crud-

application-using-node-js-express-and-mongodb-19m7

4. "Creating a Web App Using Node.js, Express.js, and MongoDB" by Azat

Mardan Link: https://www.lynda.com/Node-js-tutorials/Creating-Web-App-

Using-Node-js-Express-js-MongoDB/165609-2.html

5. "Build a Node.js API with MongoDB" by Adnan Rahić Link:

https://www.twilio.com/blog/building-a-node-js-rest-api-with-express-js-and-

mongodb

6. "Node.js EJS Template Tutorial with Examples" by TheCodeLearner Link:

https://www.thecodelearners.com/node-js-ejs-template-tutorial-examples/

7. "Building a Simple CRUD Application with Node, Express, and MongoDB" by

Michael Herman Link: https://dev.to/michaelburrows/building-a-simple-crud-

application-with-node-express-and-mongodb-1j2m

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