Purpose -The purpose of this paper is to verify the feasibility and evaluate the dimensional accuracy of two rapid casting (RC) solutions based on 3D printing technology: investment casting starting from 3D-printed starch patterns and the ZCast process for the production of cavities for light-alloys castings. Design/methodology/approach -Starting from the identification and design of a benchmark, technological prototypes were produced with the two RC processes. Measurements on a coordinate measuring machine allowed calculating the dimensional tolerances of the proposed technological chains. The predictive performances of computer aided engineering (CAE) software were verified when applied to the ZCast process modelling.Findings -The research proved that both the investigated RC solutions are effective in obtaining cast technological prototypes in short times and with low costs, with dimensional tolerances that are completely consistent with metal casting processes. Practical implications -The research assessed the feasibility and dimensional performances of two RC solutions, providing data that are extremely useful for the industrial application of the considered technologies. Originality/value -The paper deals with experimental work on innovative techniques on which data are still lacking in literature. In particular, an original contribution to the determination of dimensional tolerances and the investigation on the predictive performances of commercial CAE software is provided.

In a web‐based learning environment, interactivity has been referred to as the most important element for successful e‐learning. This article presents the production cycle of an interactive medical device, namely a virtual 3D electroencephalogram, and the study conducted to measure the students' satisfaction of the learning application based on Kano's quality model. The web‐based interactive learning application introduces unique elements of interactivity with the learning content, specifically designed to train biomedical engineering students at the use of the medical device. The results of a post‐deployment student survey suggest that the visual and interactive features embedded in the application have the potential to induce positive satisfaction of users. The proposed approach may serve as reference for the correct design of similar learning applications not only in the biomedical engineering context but also outside the realms of engineering sciences. © 2013 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:72–91, 2015; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI

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Modern corporations, institutions, universities and schools consider e‐education as a way of educating larger groups of students in less time and of reducing the use of various resources. Since setting up a web‐system for e‐education requires a significant amount of time, as well as the necessity of having a computer and other resources, the assessment of the goals and desired effects of the online system should be made in the preparation phase. It is important to highlight that only putting course contents on the web, without using appropriate pedagogical models and principles, without appropriate means of communication between participants and instructors and without the use of modern information technologies to present the learning content is not enough to fulfil educational goals. It should be noted that, after the substantial initial investment and excitement about the possibilities of e‐education, many sources of difficulty and dissatisfaction regarding online learning have emerged. Most e‐learning studies propose possible improvements in course material, with little attempt to explore the learners' dimension, context, pedagogical considerations or technology aspects. In this article, we have analysed the aspects that need to be considered when designing an e‐learning platform for engineering education and we have proposed a methodology, based on the Quality Function Deployment approach, useful for the preparation phase of distance learning systems. Finally, we have explained the impact of new information technologies (Web3D technologies) on online engineering education and highlighted how these tools have been implemented in the e‐learning platforms for mechanical engineering that we have developed.© 2012 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:708–727, 2014; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI

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