The Implementation of 3D Printing in Engineering Education in the Field of Hydraulic and Pneumatic Components

Abstract

The implementation of three-dimensional (3D) printing for education in different fields brings numerous advantages that make learning easier for students. Also, it changes the model of students' participation in the teaching process so that they become active participants. This article considers the involvement of 3D printing in the teaching process in the field of hydraulic and pneumatic components by using the developed methodology. The goal was to find an approach that would help students to easier understand the design and operation principles of these components. The methodology was developed and applied in various forms of the teaching process during a 5-year period. The application of the methodology was evaluated based on the results of the online questionnaire. Traditional theoretical approaches enable a good transfer of basic engineering knowledge, but students are usually not ready to apply them in practice. The results show that the largest number of students (81%) stated that 3D printing should be included in the teaching process. The main reason was a better understanding of the considered components and the possibility of the application of acquired knowledge in the industry. 3D printing enables students to understand the considered component, its design, and operational principle. Further application of 3D printing enables the development of additional skills related to the developing, modeling, and manufacturing (printing) components. Also, students expressed increased motivation for learning.