Analysis of the Knowledge Gain and Cognitive Load Experienced Due to the Computer-Aided Instruction of Additive Manufacturing Processes

Abstract

Although there is a substantial growth in the Additive Manufacturing (AM) market commensurate with the demand for products produced by AM methods, there is a shortage of skilled designers in the workforce that can apply AM effectively to meet this demand. This is due to the innate complications with cost and infrastructure for high-barrier-to-entry AM processes such as powder bed fusion when attempting to educate designers about these processes through in-person learning. To meet the demands for a skilled AM workforce while also accounting for the limited access to the range of AM processes, it is important to explore other mediums of AM education such as computer-aided instruction (CAI) which can increase access to hands-on learning experiences. Therefore, the purpose of this paper is to analyze the use of CAI in AM process education and focus on its effects on knowledge gain and cognitive load. Our findings show that when designers are educated about material extrusion and powder bed fusion through CAI, the knowledge gain for powder bed fusion is significantly different than knowledge gain for material extrusion, with no significant difference in cognitive load between these two AM processes. These findings imply that there is potential in virtual mediums to improve a designer’s process-centric knowledge for the full range of AM processes including those that are usually inaccessible. We take these findings to begin developing recommendations and guidelines for the use of virtual mediums in AM education and future research that investigates implications for virtual AM education.

Exploring the impact of design tool usage on design for additive manufacturing processes and outcomes

“…DfAM training in academic contexts is often limited to lecture-based modalities given the time and cost constraints associated with manufacturing, but interactive DfAM training has been found to be related to larger increases in DfAM self-efficacy when compared with lecture (Prabhu et al 2021), so interactive training is desirable. Emerging research suggests that virtual training for AM technologies is as effective as in-person training (Mathur et al 2021). We hypothesize that virtual prototyping activities, like the design task described here, could help promote self-efficacy and involvement in prototyping activities by providing students with low-stakes opportunities to gain competence and confidence in DfAM.…”