Abstract:

Introduction:
Traditional engineering instruction often struggles to help students visualize abstract phenomena like load transfer, torque, or current flow. Three-dimensional printing offers a tangible solution; physically engaging with accurate models enhances spatial visualization and problem-solving. While most studies focus on single disciplines, this work introduces a multidisciplinary approach using a shared pedagogical structure across four departments to foster interdepartmental collaboration and unified experiential learning.

Project Framework and Learning Design:
The project follows an iterative project based learning (PBL) methodology: defining objectives, designing models, prototyping, and demonstrating outcomes.
- Civil Engineering: Truss structures for load and deflection.
- Mechanical Engineering: Interlocking gears for torque and motion.
- Electrical Engineering: Circuit models for current flow and resistance via LED pathways.
- Architecture: Scale models for proportion and spatial composition.
Models are fabricated using PLA filament on Bambu Lab A1 printers for under $10 per set. These reusable, scalable resources allow for coordinated instructional design across the college.

Methodology:
The study uses a mixed-methods design with 120 students across six courses, comparing control groups to experimental groups.
1. Conceptual Quiz: Pre/post-activity comprehension measures.
2. Engagement Rubric: Instructor assessment of teamwork and problem-solving.
3. Perception Survey: Likert-scale feedback on motivation and visualization.
Quantitative data analysis includes paired-sample t-tests and ANOVA, while qualitative feedback is processed via thematic coding. The survey instrument achieved a Cronbach’s alpha of 0.82, ensuring internal consistency.

Expected Outcomes and Novelty:
Early results show a 20–25% improvement in post-activity quiz scores for experimental groups. Students exhibited deeper collaborative discussion and higher confidence. The principal novelty is the cross-disciplinary deployment, moving beyond single-domain benefits to create a unified, sustainable repository of designs that promote a systems-thinking mindset. This low-cost approach is highly suitable for resource-constrained environments.

Discussion & Conclusion:
Integrating additive manufacturing into PBL transforms how students interact with theory, replacing abstract textbook diagrams with physical systems. This fosters design thinking and aligns with 21st-century educational goals. Institutional collaboration is enhanced as faculty share equipment and align lesson plans.
Future phases will track long-term retention and develop digital simulations to complement physical models. In conclusion, low-cost, customizable 3D models effectively bridge the gap between theory and practice, providing a scalable model for interactive discovery in engineering education.

Keywords:

Engineering education, 3D printing, project-based learning, student engagement.