Collaborative use of different learning styles through 3D printing

Abstract

This work aims to study the contribution of 3D printing technologies as collaborative resource in higher education teaching. The study reports two years of observations of the behavior and experience, in the classroom, of student groups in classes of the 2nd year of an industrial design degree, when placed in contact with artefacts obtained by 3D printing which are used for an experimental test in the class. This was conducted in the course “Physics of materials”, in which we analyzed the contribution of practical experience in the learning process. The study aims to assess the degree of interest, motivation and understanding by students on academic content, which is often abstract, and of which practical demonstrations with resources prepared by 3D printing can become a learning facilitator. To this end, the learning styles of students were determined through the Honey-Alonso Learning Styles Questionnaire (CHAEA). This questionnaire allows teachers and students to know the learning styles and how each student interacts and relates in group activities. It includes a section on practical experience, motivation and the acquisition of knowledge of the students, who were unanimous in ranking high the importance of 3D printing technology in teaching activities in the classroom. As a collaborative learning resource, it is concluded that 3D printing can positively help teachers establish an improved teaching environment for students by including different methodological styles in the learning process. This is particularly effective in courses with a significant theoretical content. The increasing availability of 3D printing combined with the motivational aspect of its usage as a learning facilitator establish a revolutionary and powerful resource for active learning.