This research investigates the influence of printing parameters and different materials on the geometrical and dimensional deviations of Fused Deposition Modelling (FDM) additive manufacturing. Using the Taguchi method, experiments with four factors are designed: print layer height, printing material, printing speed, and nozzle size, employing an L9 orthogonal array. Deviations in flatness, perpendicularity, parallelism, cylindricity, spherical form, and surface roughness of 3D-printed parts are evaluated. The results reveal that print speed and nozzle size significantly affect flatness and surface roughness, while layer height and material influence perpendicularity and parallelism deviations. Notably, nozzle size critically impacts cylindricity and spherical form deviations. Our study demonstrates that lower printing speed, smaller nozzle diameter, and reduced layer height are not universally optimal; instead, parameter adjustments based on specific geometrical requirements and part orientation are necessary. These findings are essential for improving the accuracy and quality of FDM-printed parts, supporting their broader application in precision manufacturing industries.

In this paper we proposed to identify the optimum milling parameter required for finishing processes performed on 3Dprinted parts from ABS and PLA materials. We have identified the optimum milling parameters for a constant spindle speed of 3500 rot/min for face milling and profile contouring operations with different tools diameters. The study was performed on 3D printed specimens from ABS and PLA materials.

“Immersive technology” is a broad and evolving term that encompasses various kinds of technologies and viewpoints, and has applications in various fields, such as education, healthcare, entertainment, the arts, and engineering. This research paper aims to compare the effectiveness of two teaching methods, namely the conventional method (using PowerPoint slides), and the immersive technology method (initiating a mixed reality with a HoloLens 2 device). The experiment involved two groups of students, aged between 19 and 52 years-of-age, who received different types of instruction: the first group viewed a PowerPoint slide with an image of the human muscular system, and the second group viewed a 3D hologram of the human body that displayed the same muscle groups as in the PowerPoint slide. The researchers wanted to examine if mixed reality devices could improve students’ cognitive abilities and explore if the age of the participants had any impact on the effectiveness of the instruction method. The main findings of this study are that the instruction method that used mixed reality technology, the Microsoft HoloLens 2 device, was more suitable for younger participants, and that traditional instruction methods, such as PowerPoint slides, are more appropriate for older students. While this research provides some valuable insights into the factors that influence student performance in anatomy tests, it has some limitations that should be considered.

The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as education, healthcare, entertainment, arts, and engineering. This paper aims to compare the effectiveness of immersive technologies used in education, namely mixed reality, generated with Microsoft HoloLens 2, with traditional teaching methods. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in the PowerPoint (PPT). By integrating the Intelligence Quotient (IQ) levels of the participants as a predictive variable, the study sought to ascertain whether the incorporation of mixed reality technology could significantly influence the learning outcomes and retention capabilities of the learners. This investigation was designed to contribute to the evolving pedagogical landscape by providing empirical evidence on the potential benefits of advanced educational technologies in diverse learning environments. The main finding of this study indicates that while MR has potential, its effectiveness is closely tied to its interactivity. In cases where the content remains static and non-interactive, MR does not significantly enhance in-formation retention compared to traditional PPT methods. Additionally, the study highlights that instructional strategies should be adapted to individual cognitive profiles, as the technology type (MR or PPT) alone does not significantly impact learning outcomes when the information presented is identical.