Schauer Anastasia M K, Fillingim Kenton B, Pavleszek Anna, Chen Michael, Fu Katherine
George W. Woodruff School of Mechanical Engineering, Georgia Institute of Technology, Atlanta, GA USA.
Oak Ridge National Laboratory, Manufacturing Science Division, Knoxville, TN USA.
Res Eng Des. 2022;33(4):385-394. doi: 10.1007/s00163-022-00399-8. Epub 2022 Sep 1.
The goal of this work is to compare the outcome of a design for additive manufacturing (DfAM) heuristics lesson conducted in a virtual learning environment to the same in an in-person learning environment. Prior work revealed that receiving DfAM heuristics at different points in the design process impacts the quality and novelty of designs produced afterward, but this work may have been limited by the solely virtual format. In this work, an identical experiment was performed in a face-to-face learning environment. Results indicate that neither learning format presents an advantage over the other when it comes to the quality of designs produced during the intervention. Participants across all experimental groups reported an increase in self-efficacy after the intervention, with improved performance on quiz-type questions. However, the novelty and variety of the designs produced by the in-person experimental groups were significantly lower than that of the virtual experimental groups. In addition to validating the effectiveness of virtual instruction as a teaching method, these results also support the authors' hypothesis that the priming effect is stronger in an in-person classroom than in a virtual classroom.
这项工作的目标是比较在虚拟学习环境中开展的增材制造设计（DfAM）启发式课程与在面对面学习环境中开展的相同课程的结果。先前的研究表明，在设计过程的不同阶段接受DfAM启发式教学会影响后续生成设计的质量和新颖性，但这项研究可能受限于完全虚拟的形式。在这项工作中，在面对面学习环境中进行了相同的实验。结果表明，就干预期间生成设计的质量而言，两种学习形式都没有比另一种更具优势。所有实验组的参与者在干预后均报告自我效能感有所提高，在问答式问题上的表现也有所改善。然而，面对面实验组生成设计的新颖性和多样性显著低于虚拟实验组。除了验证虚拟教学作为一种教学方法的有效性外，这些结果还支持了作者的假设，即启动效应在面对面课堂中比在虚拟课堂中更强。
