Teaching design for additive manufacturing: efficacy of and engagement with lecture and laboratory approaches

Abstract Additive manufacturing (AM) is projected to require 60,000 jobs in the UK by 2025, but there are a series of barriers industrial application. One most problematic non-comprehensive knowledge design for AM (DfAM). This study aims test effect two undergraduate DfAM teaching approaches. A visual and audial approach (design lecture) kinaesthetic, problem-based learning (PBL) (manufacturing laboratory) were compared against technical participant perspective criteria assess learning, engagement, self-efficacy students. The participants set challenge; redesign bracket. merits designs evaluated after through lecture alone or manufacturing-laboratory. participant’s was at end study. groups who undertook both laboratory showed mean mark 100% (C) 13 (“Parts have been consolidated into one part”), 91.7% C14 (“The bracket hollowed where possible”) C16 (“Manufacture successful”). These marks demonstrate statistically significant increase over those alone. evaluation reinforced this result; chosen more frequently answer questions on applicability (Q13 = 83%), preparedness (Q15 gaining confidence (Q31 74%). demonstrates importance PBL DfAM, aptitude student (creativity manufacturing) their own self-efficacy.