Three-dimensional (3D) printing is an additive manufacturing technique that generates real objects from digital 3D computer models. Seven primary additive manufacturing procedures have a significant impact on the education, business, and government domains. 3D printing is a hands-on learning activity that complements flipped learning and other active learning strategies, designed to stimulate creativity and critical thinking skills. 3D printing is frequently employed as a learning technique in medical education to enhance comprehension of anatomical and physiological principles. Medical students have reported higher knowledge gains following interactions with 3D printed models. Other disciplines, such as biology, chemistry, and botany, utilize 3D printing to reinforce fundamental topics. Several important undergraduate outcomes, including engagement, information transmission, satisfaction, and concept comprehension, are enhanced in science, technology, engineering, and math (STEM) courses that incorporate 3D printing as part of their teaching approach. While the costs of 3D printing technology are more affordable, the costs of 3D printing remain a significant factor in underutilization on campuses with limited resources. More social science qualitative research is required to understand the impact of 3D printing on STEM undergraduate perceptions and outcomes. Furthermore, additional 3D printing teaching and learning materials are necessary to broaden usage across STEM fields. The article presents ten 3D printing qualitative open-ended survey questions to investigate STEM undergraduate viewpoints.
Lawrence O. Flowers (Mon,) studied this question.