A systematic review of empirical research on learning with3Dprinting technology

Abstract

Although 3D printing (3DP) technology has become an increasingly popular educational tool in recent years, very little is known about the learning benefits of this technology. This systematic literature review synthesized empirical research on learning with 3DP in various educational settings, focusing on publication and study participants' characteristics, curriculum areas, research methodologies, instructional approaches, educational outcomes and benefits. A comprehensive survey of published and unpublished studies identified 78 empirical studies that met the inclusion criteria. In addition to positive effects on learning, 3DP facilitated innovative curriculum development and created opportunities for cross‐disciplinary research. The findings revealed five major trends in 3DP learning: (1) prepare a new generation of engineers, (2) democratize additive manufacturing technology and production, (3) support learning using low‐cost 3D printed learning aids, (4) produce assistive technologies, and (5) promote creativity and innovation. The review identifies critical gaps in the literature and offers suggestions for future research.

3D printing as a part of Finnish practical nurse students’ technological acceptance – a qualitative study

“…3D printing has potential in various areas [5,50] and educational potential is not an exception [7,51], though the known potential the awareness of 3D printing has is mainly based on the level of "we know it is there" [45,52,53]. Practical nursing students in this study had not experienced 3D printing during their studies, which can be connected with health care educators' rare utilisation of 3D printing in vocational education [18].…”

“…Three-dimensional (3D) printing is a promising technological tool in education, because of its huge potential to utilise various material [6]. 3D printing has supported students' teaching and learning a lot in engineering, for example [6][7][8]. The medical meaning of 3D printing is huge in health care with regard to medicines utilising 3D printing in various operations; for example, with 3D printed dental objects for human applications [9][10].…”

Laying the Groundwork for STEAM: Scaling and Supporting 3D Design and Printing in Higher Education

“…Research has found that using 3DP to facilitate teaching has a positive effect on learning while also creating opportunities for cross-disciplinary research through the development of innovative curriculum (Novak et al, 2021). To support the development of STEAM curriculum, the 3DPE applies trainthe-trainer (TTT) as a professional development model.…”

“…While these 3D technologies show promise in supporting STEAM education, there are several barriers that need to be addressed before CAD and 3DP can be widely adopted across the disciplines. These barriers include a lack of faculty and student training (Ford and Minshall, 2019), limited access to equipment (Berman et al, 2020), slow print speeds (Renda and Kuys, 2015), and few curricular examples (Pikkarainen and Piili, 2020;Novak et al, 2021). To address these barriers, this perspective article outlines the design and development of a vibrant and inclusive 3D Printing Ecosystem (3DPE) which aims to lay the groundwork for STEAM education.…”

Innovations and Technologies in Science/STEM Education: Opportunities, Challenges and Sustainable Practices

“…There is a lack of well-founded data on this, both from a country-specific (e.g., Aslan and Celik, 2020) and an international perspective. In contrast to the continuously growing number of conceptual papers on the integration of 3D printers (e.g., Augusto et al, 2016;Monkovic et al, 2022;Oss Boll et al, 2023), the existing research on the use of 3D Printing technology in formal and informal education (e.g., Ford and Minshall, 2019) and the studies on the learning effectiveness of 3D Printing (e.g., Novak et al, 2021), it is only possible to make very limited statements about the actual use of this technology in the classroom and about teachers' ideas and attitudes toward its use. However, teachers' beliefs about technology have been identified as a key factor in the successful implementation of new or innovative technologies in the classroom (Sugar et al, 2004;Hew and Brush, 2007).…”