A scaffolded artifact-centered 3D-printed engine project in a one-credit mechanical engineering laboratory: A descriptive student-perception and implementation case study

Mechanical engineering students often encounter thermodynamics, dynamics, stress analysis, CAD, fabrication, testing, and communication separately. This study examines perceptions and implementation lessons from a scaffolded, artifact-centered 3D-printed engine project organized around a shared system in a one-credit second-year mechanical engineering laboratory. The project involved 25 students across two sections and included thermodynamic sizing, CAD assembly, slider-crank motion simulation, hand-calculation comparison, stress analysis, PLA fabrication, motor-driven testing, redesign, and poster communication. This single-cohort evaluation used pre-project and post-project self-report surveys with locally developed quantitative items and open-ended prompts; 23 students completed the pre-project survey and 25 completed the post-project survey. No direct learning assessment or research analysis of student artifacts was conducted, and no pre-project respondent reported prior or concurrent Thermodynamics enrollment. Post-project responses showed high engagement (24/25, 96.0%) and perceived learning benefit (21/25, 84.0%), whereas workload fit was less favorable, with 8/25 (32.0%) selecting categories 4 or 5 and 11/25 (44.0%) selecting categories 1 or 2. Open-ended responses described iteration, fabrication, testing, and redesign; implementation concerns included instructional clarity, resource access, workload, and analytical-to-testing alignment. Overall, the case provides guidance while limiting conclusions to student perceptions and implementation experience.