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The aim of mechanical component design, one of the core courses in mechanical engineering, is to teach students how to design products with both functionality and safety. This is a complex but challenging course including mechanical drawing, statics, dynamics, mechanics, and material mechanics. Due to the rapid advance in computer technology, currently utilization of computer aided technology in mechanical computer design can help students to show the product information quickly by virtual 3D design.In this study, the difference in learning effect with or without utilization of 3D printing technology in mechanical component design will be evaluated. Originally the product design is completed by class teaching, memory of students, and computer aided drawing. In this case, the learning effect of students is influenced by personal knowledge and experience, spatial difference, virtual-real situational change barrier. In order to overcome these negative effects, a series of guided courses to design small-sized assistive devices will be planned. By utilization of 3D printing technology, the spatial difference and virtual-real situational change barrier will be abolished. During the course, students initially make 3D drawings, and then adjust the size of components by 3D printing to create the final product. In the end, the learning effect will be determined by the scores of final products and the questionnaire of students.

This pilot study was to explore potential effects of outlining a 2D morphological tooth on a cubic plaster stick by implementing augmented reality (AR) technology before an actual dental carving, in comparison to a traditional carving exercise needed to memorize a true morphology of the tooth. The pilot result shows that a use of the AR technology could provide a potential visual graphic tool worked as a 2D visual guidance directly in drawing the tooth's outlines before carving exercise starts.