From Using to Learning

Educational Possibilities of 3D Printing in Technology Education through Design-Based Research

Abstract

Digital fabrication technologies such as 3D printing are increasingly used in school education and are often associated with creative making. However, previous studies have pointed out the risk of superficial making, where students focus on visual outcomes rather than engaging in design reasoning. This study examines the educational potential of 3D printing by exploring how students conceptualize its role in relation to a contrasting fabrication method, woodworking. A design-based research (DBR) approach was employed in an open-ended problem-solving task combining woodworking and 3D printing with 177 first-year lower secondary students in a Japanese public school. Students freely selected materials and fabrication methods based on their design ideas. questionnaires, and open-ended reflections. Among 120 analysed cases, products were classified into functional and decorative groups based on the role of 3D-printed components. Quantitative results showed no significant differences in enjoyment or perceived difficulty between groups. However, the functional group demonstrated significantly higher awareness of the characteristics of 3D printing. Qualitative text analysis revealed that while the decorative group emphasized ease of use and appearance, the functional group more frequently referred to design considerations, complex geometries, and the complementary relationship between fabrication methods. These findings suggest that the educational value of 3D printing depends not merely on access to the technology, but on how it is positioned within design decision-making. Learning environments that juxtapose multiple fabrication methods can support learners in developing a more conceptually grounded understanding of materials, processes, and design.