Materials Today: Proceedings 43 (2021) 2464–2471

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Materials Today: Proceedings

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Impact of Augmented Reality on learning Fused Deposition Modeling

based 3D printing Augmented Reality for skill development
M. Bakkiyaraj a, G. Kavitha a, G. Sai Krishnan a, S. Kumar b
a
Rajalakshmi Institute Of Technology, Chennai, India
b
Rajalakshmi Engineering College, Chennai, India

A R T I C L E I N F O
A B S T R A C T
Article history:
Received 3 September 2020 The aim of this study is to evaluate the impact of various modes of Augmented Reality (AR) in learning the
Received in revised form 21 February 2021 skills associated with a 3D printing technology called Fused Deposition Modeling (FDM). Three versions
Accepted 23 February 2021 of an AR application named ED-AR (Educational-AR) are created using the software: Unity 3D engine and
Available online 18 March 2021 Vuforia engine. Each version contains different levels of augmentation like meret extual instructions,
demonstration videos and interactive 3D (three dimensional) model simulations. Batches of students
Keywords: from different engineering disciplines are exposed to self-learning using the different versions of the
Learning 4.0 developed application. The results show that the version with interactive simulations helped the students
Industry 4.0 to learn the 3D printing skills effectively at a faster rate and also permitted good retention of the learned
Augmented Reality
procedure.
3D printing
© 2020 Elsevier Ltd. All rights reserved.
Fused Deposition Modeling
Unity 3D Selection and peer-review under responsibility of the scientific committee of the International Confer-
Vuforia ence on Advanced Materials Behavior and Characterization.
Self-learning

1. Introduction
Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR)
and Digital Twin Technology have found multiple potential appli-
The revolution of Industry 4.0 has influenced most of the Multi-
cations in engineering. Undeniably, the training of the engineering
National Companies (MNCs) and many of our latest products like
students and the unskilled engineering workforce is a major
mobile phones and automobiles are being created in manufactur-
poten- tial application among the identified ones. The emergence
ing facilities functioning using advanced technologies. There are
of free and open-source software development platforms has
various components in which different components such as
increased the accessibility of such technologies to the engineering
brakes, clutches and other automobile components are
commu- nity, academicians and even the public masses.
manufactured and also these are used in various medical fields
Due to the interplay of many new technologies like VR/AR,
also [1–25]. These advanced technologies are disruptive in nature
Deep Learning (DL), Internet of Things (IoT) and 3D printing in
as they are chang- ing the conventional industrial processes and
the learn- ing sector, experiential, personalized and advanced
norms at a rapid rate. However, the advent of disruptive
learning tools and spaces are possible in our schools and colleges
technologies which constitute the fundamental pillars of Industry
in this decade. These technologies are only expected to become
4.0 has created a huge gap between the availability of skills in
obsolete and be replaced by more advanced technologies in the
the Engineering workforce and the job requirements of the
coming decades. Therefore, continuous learning is the only way to
Industry. American Society of Engi- neering Education has
keep abreast with latest developments and utilize them to impact
revealed in an article that the lack of practi- cal experience in the
the learning expe- riences of our students [6–8].
making and functioning of latest devices is a major weakness
among the eligible employees of the Industry. The Fig. 1 clearly
1.1. Augmented Reality for learning
showcases the various weaknesses in mechanical engineering
curriculum and it can be found that practical experi- ence i.e.
Virtual reality applications provide immersive learning experi-
knowledge on how devices are made or work is considered to be
ences inside a pre-built virtual environment which is completely
one of the major weaknesses that needs to be addressed in the
disjoint with the real world. Unlike VR applications, AR application
current era of learning in engineering. Latest technologies like

https://doi.org/10.1016/j.matpr.2021.02.664
2214-7853/© 2020 Elsevier Ltd. All rights reserved.
Selection and peer-review under responsibility of the scientific committee of the International Conference on Advanced Materials Behavior and Characterization.
M. Bakkiyaraj, G. Kavitha, G. Sai Krishnan et al. Materials Today: Proceedings 43 (2021) 2464–2471

Fig. 1. Comparison of weaknesses in Mechanical Engineering Curriculum (Reference: Kirkpatrick & Danielson, 2012).

does not cut off the learner from the real world environment. The of an open type FDM 3D printer named ‘Reality Ender-30 as mark-
learner sees the real world through a device like Google Lens or
Oculus Rift. The experience of the real objects viewed by the lear-
ner is augmented by additional information provided by a com-
puter running image processing and artificial intelligence
algorithms. AR applications are trained to place virtual models or
graphical information as an overlay to the real world environment
by detecting certain features intelligently. The applications of AR
in education is still at the nascent stage in the present decade and
have created virtual science laboratories using AR technology for
middle school students to understand the properties of gases.
anal- yses the effectiveness of educating the physical concept of
electro- magnetism using AR to students. Apart from science
education, researchers have also utilized AR to teach mathematics
in a less formal environment like exhibition created an AR
assisted learning system for teaching solid geometry and studied
the effectiveness of the learning experience. Interactive AR system
is also being used in even elementary schools for enhancing the
library experience. In the previous work succeeded in capturing
the curiosity of the young minds by creating AR based
‘educational magic toys’. AR technology is also used in heritage
places to enhance the tourism experience. An another
unconventional usage of AR technology is done by Ref. [12] for
simulating weather conditions at multiple places like home,
classroom and museum [13]. Have developed and evaluated an
Augmented Reality-based armillary sphere pro- viding
instructions to the learner about astronomical observations. The
efficiency of AR application has been compared with the tradi-
tional printed learning materials [14]. The chemical properties of
caffeine was chosen as the topic for augmented instructions by
the research team. The AR application was proved to be a better
learning tool than printed learning materials. AR applications have
also been created to study the operation of machines involving
complex operating procedures have utilized AR application which
augmented multimedia over QR codes embedded in a delta type
3D printer. The multimedia acted as tutorials for the learners.
Which proved to be quite helpful for self-learning [16]. Created
an AR app to learn 3D printing using a Makerbot Replicator 2X
which is a fully enclosed FDM 3D printer. The team utilized textual
instructions with arrow pointers to guide the learners through the
operating procedure. In this work, we aim at utilizing real pictures

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M. Bakkiyaraj, G. Kavitha, G. Sai Krishnan et al. Materials Today: Proceedings 43 (2021) 2464–2471
ers and compare the effectiveness of three modes of
augmentation: textual instructions, demonstration multimedia
videos and inter- active 3D model simulations in gaining
3Dprinting skills. The learners are also selected from a diverse
range of engineering disciplines.

1.2. Fused deposition modeling

3D printing or Additive Manufacturing (AM) is a layer by layer

manufacturing of a real physical object from its virtual CAD file
for- mat [17]. There are different types of 3D printing techniques
which can be categorised as solid based, liquid resin based and
powder based, according to the state of the raw material used for
the pro- cess. Fused Deposition Modeling (FDM) is a solid based
3D printing technique whose raw material is in the form of
filaments rolled in spools. It is the most common and widely used
3D printing tech- nique due to the low cost of the machine &raw
materials when compared to the other techniques like Stereo-
lithography Appara- tus (SLA – liquid resin based) and Selective
Laser Sintering (SLS – powder based). FDM is utilized to print
objects using polymers or composite materials. Even though
the learning curve for FDM is relatively easy when compared
to the other techniques, there is still training required to print
error-free and high quality parts. Lack of training or care-free
operation may result in damage to components of the 3D printer.
An advanced level of skill is neces- sary to 3D print high quality
parts which is critical in applications involving aesthetics and
precision. Among the low cost FDM print- ers available in 2019,
Creality Ender-3 3D printer is considered to be the best 3D
printer which is capable of good quality prints and ease of use
apart from few other features like resuming print- ing after
power-cuts. Due to its low cost (around Rs.15,000/ as on date),
wide availability and good quality prints, Ender-3 is a good
option for students to purchase and learn 3D printing at home.
Though the authors have planned to add learning modules for dif-
ferent printer models in the AR application, Ender-3 seems to be
a promising first model to begin the work and test the
application. The detailed procedure for operating an Ender-3 3D
printer is pro- vided by the manufacturer Creality in their
website. For this study, the overall procedure was split into
around 22 subtasks like locat- ing the 3D printer, checking the 3D
printer parts for status, switch- ing the printer ‘ON’, inserting
the pen drive with g-code, checking

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the level of the print bed, preheating the print bed, preheating the Table 1
extruder, insertion of filament into the extruder and soon [9–12]. Different Augmentation Modes of ED-AR application.

S. Augmentation ED-AR Version Tutoring Features

No. Mode
2. ED-AR application development Fig. 2. Process Flowchart for creation of ED-AR.

All versions of ‘ED-AR’ (Educational Augmented Reality) appli-

cation has been created using Unity 3Dgame engine and Vuforia
Engine running on a Windows 10 Operating System and a hard-
ware of 8 GB RAM. ED-AR application is developed for operation
in both android devices and iOS devices. Unity 3D is a game engine
which enables interactive development of PC games, Virtual &
Aug- mented Reality applications. Unity 3D provides a graphical
user interface (GUI) and also a development environment using
C# pro- gramming language. Unity 3D is available for free for
educational purposes and other non-profit or low-profit
applications. The Vufo- ria engine provides cutting-edge AR
experiences for multiple plat- forms using its advanced vision
based object recognition capabilities. Vuforia provides packages
which can be integrated into Unity 3D to develop AR applications
[13–18].
The Fig. 2 illustrates the processes involved in creating ED-AR
application using Unity 3D and Vuforia.
Three versions of ED-AR have been created and tested so far:
V1.1, V1.2 and V1.3. The following Table 1 provides information
about the modes or levels of augmentation involved in the three
versions. All three versions of ED-AR consider the images of the
whole 3D printer and the specific 3D printer parts as the AR mark-
ers for augmentation. The version V1.1 provides mere textual
instructions along with arrow pointers to direct the learner to
operate the Ender-3 3D printer. The version V1.2 has the ability
to track the current stage in the operation of the 3D printer and
display a pre-recorded video demonstrating the correct
procedure. In the recent version V1.3, interactive simulations of
the three dimensional models of the 3D printer are displayed in
each appro- priate stage of operation. The learner may change the
orientation and scale of the models using the touch screen
interface of the device to view the operation more clearly. The
simulation speed

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1 Mode-1 (M1) ED-AR V1.1 Only instructions with pointers
2 Mode-2 (M2) ED-AR V1.2 Instructions with
demonstration videos
3 Mode-3 (M3) ED-AR V1.3 Instructions with 3D models
interaction & animation

may also be varied to capture the exact correct procedure of

oper- ating the Ender-3 3D printer [19–23].
Augment ability is the measure of feature recognition for aug-
mentation that is possible in real-time through an AR application.
Different image sets of the overall 3D printer and the critical 3D
printer parts where a task or sub-task takes place must be
captured and fed into the Vuforia engine for training. The
presence of unique features and the quality of the image sets
determines the success of the recognition in the AR application
[16] utilized the images of a fully enclosed 3D printer named
Makerbot Replicator 2X for train- ing in Vuforia engine. A fully-
enclosed printer like Replicator 2X provides more points on its
body to be used as targets while a open printer like Creality
Ender-3 3D provides relatively lesser target points. The number
of target points is directly proportional to the possible
augment ability in the AR application. It has been observed that
this distinction only affects the tracking of the over- all 3D
printer significantly while the tracking of the sub- components
like extruder is relatively easy in Ender-3 3D printer due to open
visibility even during the operation. In the case of open printers
like Ender-3, there is also a requirement to have a feature- less
white background behind the printer in the target images fed
into the Vuforia engine for proper recognition of printer features.
The Fig. 3 shows the target points that can be detected in real-
time, in one of the provided image, by the Vuforia engine.

Fig. 3. Target Points showcasing Augmentability.

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3D CAD models of the various parts of the Ender-3 3D printer Fig. 4. Various views of the 3D assembly of Ender-3.

has been created using Blender software and assembled to enable

relative movement between the parts for simulation of the correct
procedure. The Fig. 4 shows the various views of the assembled
3Dprinter.
The assembled 3D model of Ender-3 is imported into the Unity
3D environment as illustrated in Fig. 5. The 3D model is placed as
per the initial orientation and scale required in ED-AR. The
relative motion between the 3D printer parts and the appearance
or disap- pearance of the printing filament or printed object are
also simu- lated using the in-built features of Unity 3D. The
correlation between the simulation segments to the
corresponding target image is also provided in the Unity
environment [24–36].
The Fig. 6 provides the simple graphical scheme formed in
Unity 3D engine for the detection of target image and placement
of the 3D model simulation segment used in ED-AR application.
The created ED-AR V1.3 application has a front-end Graphical
User Interface (GUI). Choosing the first step assists the learner
through the series of various stages in the operation of the 3D
prin- ter. However, options have been provided in the app to
facilitate the learner to choose any intermediate step which
he/she may choose to gain more clarity. The Fig. 7 provides a
glimpse into the front-end and the augmentation occurring at the
various stages of operation. The images shows the initial testing of
the placement of3D simulations over printed images on paper as
per the orienta- tion and scale assigned in Unity 3D.

3. Research methodology

The Creality Ender-3 3D printer was placed in front of a

feature- less white background on a table and was connected to
an Uninter- ruptible Power Supply (UPS) to prevent disruption in
learning due to power-cuts. The printer was in the switched off
state and a spool of 3D printable Poly Lactic Acid (PLA)
filament of diameter
1.75 mm was placed adjacent to the printer on the table. A pen
drive containing the g-code file of the object to be 3D printed
was also placed adjacent to the 3D printer on the table. The work-

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table with the above mentioned requirements was placed in a mentioned
room with quiet environment. Forty students were selected from
the second year classes of various disciplines like Computer
Science Engineering (CSE), Electronics & Communication
Engineer- ing (ECE), Electrical & Electronics Engineering (EEE)
and Mechani- cal Engineering (ME). The total strength of forty
students was split up into four batches: B0, B1, B2 and B3. Each
batch of ten students consisted of 3 students from CSE discipline,
3 students from ECE discipline, 2 students from EEE discipline
and 2 students from ME discipline. A brief seminar on the
topic ‘FDM 3D printing’ was provided to all students before
the initiation of the exercise to ensure all students had a general
idea on 3D printing. All selected students have never operated a
3D printer before the exercise. Each student from each batch
was made to engage in the learning exercise individually using
an assistive tool in the presence of an expert user. The expert
user remained passive, observing and gauging the performance
of the student. The role of the expert user was also to correct
mistakes and prevent any mishap or damage due to wrong
interpretation of the directions by the student. A student was
also permitted to clarify any of the directions with the expert
user as a last resort. ED-AR was installed in an android mobile
phone and all students of batches B1, B2 & B3 utilized the same
device during the learning exercise. All students were not aware
of their learning mode before the learning exercise. As
represented in the Table 2, the B0 batch was exposed to learning
the operation of Ender-3 3D printer through a user manual by
tra- ditional mode, named as ‘M00 , without the usage of ED-AR
app. The other three batches B1, B2 & B3 were exposed to the
different ver- sions of the ED-AR app as per the corresponding
learning modes of M1, M2 & M3 respectively and it can be used
for various applications.
A team of six experts were also made to execute all the tasks
which are required to be done by all the students. The expert
team did not use any assistive tool like manual or AR app. The
average time taken by the expert team to set up the printer
and initiate the 3D printing of the object was also gauged and
recorded [24].
In order to assess and compare the learning experience of the
students, the following three rubrics were chosen for comparison
and inference:

● The total time taken to set-up and initiate 3D printing using an

assistive tool like the manual (B0) or ED-AR (B1, B2, B3) was
recorded.
● The number of expert interventions needed in each student
case was also recorded.
● The number of sub-tasks completed during self-operation
with- out the aid of an assistive tool (immediately after the
learning exercise). This rubric was chosen to gauge the
retention level due to different learning modes.

After the learning and assessment exercises, each student pro-

vided a general feedback on his/her experience of the learning
mode. The Figs. 8–10 and show cases the augmentation types in
each of the three modes: M1, M2 &M3.

4. Results & discussion

The results of the performance rubrics measured during the

learning exercise of all batches are summarized in the Table 3
below. In order to compare the different learning modes men-
tioned in the previous section, the table presents the mean of the
time taken during assisted operation, standard deviation of the
time taken, average number of expert interventions and the mean
percentage of the total tasks completed without assistive aid like
manual or ED-AR app. Through the values of the above
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Fig. 5. Unity 3D environment with Ender-3 3D model assembly.

parameters of each batch, the following observations were made

at the end of this research study. There are various managerical
prin- ciples involved in this work.

● Thetime taken for batch B0 (which used theuser manual) was

found to be significantly more than the time taken by the other
batches (which used various versions of ED-AR). This result
clearly indicates that the usage of an AR application with any
mode of augmentation definitely helps the students in under-
standing and following the procedure faster.
Fig. 6. Unity Scheme for Animation in ED-AR.

Fig. 7. Testing of ED-AR application on static images.

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Table 2
Mapping of Batches with the Learning modes.

Batch ED-AR Version Learning Mode & Description

used
B0 No AR app usage. M0: Traditional learning through user manual.
B1 ED-AR V1.1 M1: Learning using only instructions with
pointers
B2 ED-AR V1.2 M2: Learning using demonstration videos
B3 ED-AR V1.3 M3: Learning using 3D models interaction &
animation

Fig. 9. ED-AR Version 1.2 showing a demo video for M2 learning mode.

Fig. 8. ED-AR Version 1.1 showing Instructions for M1 learning mode.

● Among the batches B1, B2 &B3, the time taken by B3 (which

usedinteractive animation) was observed to be lesser than B2
(which used demo videos). The time taken for B1 (which used
mere instructions) was found to be relatively more than that
of the other two batches as expected. The interactive 3D simu-
lation provides better comprehension of the processes,
followed by the pre-recorded demonstration videos. Clearly,
substantial amount of time is utilized for the students to parse
the informa- tion provided in the manual and transfer the
understanding to the real machine which they have not seen
before the learning exercise.
● All students were successful in completing all the tasks using
the assistive tools like manual or ED-AR app.
● The standard deviation of the time taken is not very large as
shown in the table. This indicates the students from all disci-
plines were able to comprehend and follow the instructions in
a same level.
● The average number of interventions in batch B0 was found to
be almost two times that found in batch B1, almost three times
that found in batch B2 and seven times that found in batch B3.
Fig. 10. ED-AR Version 1.3 showing interactive 3D model animation for M3
learning mode.
This result clearly confirms that usage of interactive 3D anima-
tion is far better and prevents most of the misunderstanding
and errors in the 3D printer setup and initiation. Even among
the ED-AR versions, the latest version V1.3 has proved to be a
better self-learning tool requiring least amount of expert
intervention.
● Immediately after the completion of the learning exercise, the
students were asked to repeat the operation without the help
of manual or ED-AR app to check the impact of various modes
in the retention of the learned procedure. It was found that
the students of batch B0 was able to complete 59% (on an aver-
age) of the total tasks on their own. The mean percentage of the
completion of tasks in the case batch B1 was found to be 73.5%.
There was a small increase in the mean percentage in the case

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Table 3
Statistical Results of the conducted study.

Statistics Batch B0 Batch B1 Batch B2 Batch B3 Experts

Mean of time (min) 18.38 14.35 13.78 12.09 6
Standard Deviation of Time (min) 1.78 1.09 0.909 1.11 0.8
Average number of interventions 4.2 2.2 1.5 0.6 0
Mean % of unassisted completion of tasks 9% 3.5% 7% 77.5% 100%

of batches B2 and B3. There is almost the same level of incorporated into the application to
retention observed between the batches B2 and B3 as shown
in the Table 3.

The general feedback provided by the students at the end of the

assessment exercise contained the following highlights:

● The physical presence of an expert gauging their performance

distracted few students and also made few studentsnervous.
● In mode M3 (ED-AR V1.3), the various 3D models of the sub-
components can be coloured differently in the app as well as
in the printer to enable quick identification by the students.
● In mode M3, the interactive 3D simulation was very sensitive to
the orientation of the device in front of printer. A slight devia-
tion in the orientation disabled the placement of the 3D simula-
tion sequence in the view field. There is a need for a high level
of tolerance to overcome this issue which is planned to be
imple- mented in the next version using large number of image
sets captured from different orientations and using deep
learning neural networks.

5. Conclusion

In this work, the impact of various modes of Augmented Reality

in learning skills through an application installed in handheld
devices like a mobile phone has been analyzed. A comparison
between the different modes of Augmented Reality like textual
instructions, demonstration video and 3D interactive animation
along with the traditional way of learning using operation manual
has been studied by gauging the 3D printing skills gained by a
diverse set of students from different disciplines. The performance
data from the testing procedure has been analyzed and the follow-
ing conclusions have been inferred. The immersion experience
pro- vided by Augmented Reality definitely enables the students
to concentrate, understand and gain the required 3D printing
skills effectively when compared with the traditional learning
through user manual. Among the three modes used in ‘ED-AR’
app: instruc- tions (M1), process demonstration videos (M2) and
interactive 3D process animations (M3), the mode ‘M3 0 helped the
students to perform better by enabling customized learner-centric
experi- ences. There is no significant difference observed in the
perfor- mance of the students on the basis of their disciplines. The
‘ED- AR’ app helped students of all disciplines to perform equally
in gaining the 3D printing skills. There is a wide range of
opportuni- ties in terms of improving the learning experience
through ‘ED-AR’ application. The expected future improvements
in ‘ED-AR’ has been listed below which is true for any AR learning
application. The intelligent detection of the 3D printer parts can
be improved further by applying deep learning algorithms over a
large number of image datasets of the corresponding parts. The
usage of deep learning enables intelligent tracking of parts to
place interactive 3D animation, even when the 3D printer is
placed in a dynamic or low-light environment. The expert can
monitor the learning exercise of the students remotely using tele-
presence. Develop- ment and incorporation of an expert system
into the AR application is an another potential scope for
development. An game-based assessment module may be

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enable reinforcement learning among the students. ED-AR app
can be extended for skill development in other relatively
advanced3Dprinting techniques like ‘Stereo-lithography Appara-
tus’, ‘Selective Laser Sintering’ and ‘Directed Energy Deposition’.
Advanced features like interactive gesture based 3D modeling of
the 3D printable object, setting up of3D printing parameters like
density, infill pattern or layer thickness and even the
simulation of the whole 3D printing process before even
beginning the 3D printing can be achieved through the ED-AR
app. Perfect real- time synchronization of the 3D printer with
the ED-AR app enabling telepresence of the learner by
capitalizing on the Digitaltechnology.

CRediT authorship contribution statement

M. Bakkiyaraj: . G. Kavitha: Conceptualization, Methodology.

G. Sai Krishnan: Conceptualization, Methodology. S. Kumar: .

Declaration of Competing Interest

The authors declare that they have no known competing finan-

cial interests or personal relationships that could have appeared
to influence the work reported in this paper.

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