A systematic review of empirical research on learning with 3D printing technology

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 A comprehensive survey of published and unpublished studies identified 78 empirical studies that met the inclusion criteria.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. Lay Description What is already known about this topic 3D printing (3DP) engages students in hands‐on making activities across a variety of disciplines. It helps connect ideas from the field of engineering and technology to other disciplines. Little is known about learning benefits of 3DP learning. What this paper adds Seventy eight empirical studies on 3DP learning were identified. Five major trends in 3DP learning were identified: 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. 5. Promote creativity and innovation. Implications for practice and/or policy More rigorous and credible research is needed. Research on 3DP learning with underrepresented groups is scarce. Design processes frameworks should guide 3DP project‐based learning. 3DP can be integrated in non‐STEM fields to broaden participation in STEM.