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Teaching Design for Additive Manufacturing: Efficacy of and Engagement with Lecture and Laboratory Approaches

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  • معلومة اضافية
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • المصدر:
      38
    • Education Level:
      Higher Education
      Postsecondary Education
    • الموضوع:
      Foreign Countries; Manufacturing; Computer Peripherals; Printing; Instructional Design; Teaching Methods; Instructional Effectiveness; Undergraduate Students; Problem Based Learning; Laboratories
    • الموضوع:
      United Kingdom
    • الرقم المعرف:
      10.1007/s10798-022-09741-6
    • ISSN:
      0957-7572
      1573-1804
    • نبذة مختصرة :
      Additive manufacturing (AM) is projected to require 60,000 jobs in the UK by 2025, but there are a series of barriers to the industrial application. One of the most problematic is non-comprehensive knowledge in design for AM (DfAM). This study aims to test the effect of two undergraduate DfAM teaching approaches. A visual and audial approach (design lecture) and a kinaesthetic, problem-based learning (PBL) approach (manufacturing laboratory) were compared against technical and participant perspective criteria to assess the learning, engagement, and self-efficacy of the students. The participants were set a DfAM challenge; to redesign a bracket. The technical merits of the designs were evaluated after teaching through a design lecture alone or after a design lecture and manufacturing-laboratory. The participant's perspective was evaluated at the end of the study. The groups who undertook both the design lecture and manufacturing laboratory showed a mean technical mark of 100% for criteria (C) 13 ("Parts have been consolidated into one part"), 91.7% for C14 ("The bracket is hollowed where possible") and 100% for C16 ("Manufacture was successful"). These technical marks demonstrate a statistically significant increase over those of the groups who undertook the design lecture alone. The participant evaluation reinforced this result; the manufacturing laboratory was chosen more frequently in answer to questions on applicability (Q13 = 83%), preparedness (Q15 = 83%), and gaining confidence in DfAM (Q31 = 74%). This study demonstrates the importance of PBL in DfAM, both to increase technical aptitude of the student (creativity and manufacturing) and their perspective on their own learning and self-efficacy.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2023
    • الرقم المعرف:
      EJ1369683