The Earlier the Better? Investigating the Importance of Timing on Effectiveness of Design for Additive Manufacturing Education
The Earlier the Better? Investigating the Importance of Timing on Effectiveness of Design for Additive Manufacturing Education
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越早越好吗？
DOI：
10.1115/detc2018-85953
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
N. Meisel
中科院分区：
文献类型：
--
作者：
Rohan Prabhu;Scarlett R. Miller;T. Simpson;N. Meisel
增材制造（AM）是一种新型工艺，通过逐层沉积材料来制造复杂的几何形状。增材制造工艺与传统的减材制造工艺形成鲜明对比，这导致了增材制造设计（DfAM）的出现，以利用增材制造的能力。为了支持AM在工程中越来越多的使用，重要的是从传统的设计制造和装配思维转向集成DfAM。为了促进这一点，DfAM必须以具有最高影响力的方式纳入工程设计课程。虽然以前的研究有系统地组织DfAM概念到过程能力为基础的（机会主义）和限制为基础的（限制性）的考虑，有限的研究已经进行了教学DfAM对学生的设计过程的影响。本研究通过比较两个DfAM教育干预措施在不同的时间点在学期进行这种互动。通过评估学生的感知效用，自我效能感的变化，以及在设计中使用DfAM概念的两个版本进行比较。结果表明，在学期初引入DfAM时，学生几乎没有以前的经验，在AM导致最大的收益在学生感知效用学习DfAM概念和DfAM自我效能增益。此外，我们看到，这种增长与机会主义DfAM概念在DfAM挑战中的学生设计思想中的更多应用有关。然而，两种干预措施之间在应用限制性DfAM概念方面没有差异。这些结果可以用来指导DfAM教育的设计和实施。
Additive Manufacturing (AM) is a novel process that enables the manufacturing of complex geometries through layer-by-layer deposition of material. AM processes provide a stark contrast to traditional, subtractive manufacturing processes, which has resulted in the emergence of design for additive manufacturing (DfAM) to capitalize on AM’s capabilities. In order to support the increasing use of AM in engineering, it is important to shift from the traditional design for manufacturing and assembly mindset, towards integrating DfAM. To facilitate this, DfAM must be included in the engineering design curriculum in a manner that has the highest impact. While previous research has systematically organized DfAM concepts into process capability-based (opportunistic) and limitation-based (restrictive) considerations, limited research has been conducted on the impact of teaching DfAM on the student’s design process. This study investigates this interaction by comparing two DfAM educational interventions conducted at different points in the academic semester. The two versions are compared by evaluating the students’ perceived utility, change in self-efficacy, and the use of DfAM concepts in design. The results show that introducing DfAM early in the semester when students have little previous experience in AM resulted in the largest gains in students perceiving utility in learning about DfAM concepts and DfAM self-efficacy gains. Further, we see that this increase relates to greater application of opportunistic DfAM concepts in student design ideas in a DfAM challenge. However, no difference was seen in the application of restrictive DfAM concepts between the two interventions. These results can be used to guide the design and implementation of DfAM education.