Teaching Designing for Additive Manufacturing: Formulating Educational Interventions That Encourage Design Creativity
Teaching Designing for Additive Manufacturing: Formulating Educational Interventions That Encourage Design Creativity
复制标题
增材制造的教学设计：制定鼓励设计创造力的教育干预措施
DOI：
10.1089/3dp.2021.0087
复制
发表时间：
2021
影响因子：
3.1
通讯作者：
Meisel, Nicholas A.
中科院分区：
文献类型：
--
作者：
Prabhu, Rohan;Simpson, Timothy W.;Miller, Scarlett R.;Cutler, Stephanie L.;Meisel, Nicholas A.
随着增材制造（AM）工艺在工程、设计和制造中变得越来越普遍，对熟练设计增材制造（DfAM）的劳动力的需求也在增长。尽管需要一个AM熟练的劳动力，很少有研究系统地调查制定教育干预措施，培训工程师在DfAM。在这篇文章中，我们综合了596名工程设计专业学生的实验结果，以告知教育干预措施的发展，包括内容演示和设计任务，鼓励学生学习和创造力。具体而言，我们通过操纵以下内容调查了DfAM教育干预的四种变化的效果：（1）呈现的DfAM信息的内容，（2）呈现DfAM内容的顺序，（3）AM设计任务的定义，以及（4）AM设计任务的竞争结构。这些变化的影响进行了实验测试，通过比较学生的DfAM自我效能感和学生的设计成果的创造力的变化。作为我们研究的一部分，还制定了经过验证的措施，以帮助成熟DfAM教育的新生领域。基于我们的实验结果，我们讨论了如何制定基于任务的教育干预措施，以（1）提高学生的DfAM自我效能，（2）鼓励学生产生高AM技术优点的想法，（3）鼓励学生在使用AM时产生更多的创造性想法。本文中对我们研究结果的新颖综合将有助于教育工作者制定有效的DfAM教育干预措施和任务，以培养熟练掌握DfAM的劳动力。
As additive manufacturing (AM) processes become more ubiquitous in engineering, design, and manufacturing, the need for a workforce skilled in designing for additive manufacturing (DfAM) has grown. Despite this need for an AM-skilled workforce, little research has systematically investigated the formulation of educational interventions for training engineers in DfAM. In this article, we synthesize findings from our experiments with 596 engineering design students to inform the development of educational interventions—comprising content presentations and design tasks—that encourage student learning and creativity. Specifically, we investigated the effects of four variations of DfAM educational interventions by manipulating the following: (1) the content of DfAM information presented, (2) the order of presenting the DfAM content, (3) the definition of the AM design task, and (4) the competitive structure of the AM design task. The effects of these variations were experimentally tested by comparing changes in students' DfAM self-efficacy and the creativity of students' design outcomes. Validated measures were also developed as part of our studies to help mature the nascent field of DfAM education. Based on the findings of our experiments, we discuss how task-based educational interventions can be formulated to (1) increase students' DfAM self-efficacy, (2) encourage students to generate ideas of high AM technical goodness, and (3) encourage students to generate more creative ideas when using AM. The novel synthesis of our findings in this article will help educators formulate effective DfAM educational interventions and tasks to foster a workforce skilled in DfAM.