The main goal of this research is to understand how design for additive manufacturing (DfAM) rule presentation affects a designer’s ability to utilise those rules. To that end a pair of studies were carried out. The first study was conducted with industry engineers and designers, while the second study was conducted with students at a university. For both studies, four DfAM design rules for fused deposition modelling (FDM) were chosen, relating to overhangs, planar surfaces, accessible support structures, and part size. Each rule was presented in four different modalities: text only, text with illustration, text with industry example, and text with 3D printed example. Each rule presentation included a justification, and all but the text-only presentation included a ‘desirable’ and ‘undesirable’ design example for the rule. Four part redesign problems were given, and the resulting redesigns were then rated on both novelty and quality. Results indicate that although there are no differences in quality and novelty scores between modalities, the text only rules were perceived to be the most difficult to understand. Furthermore, a comparison between the professionals and the students showed that the professionals created higher novelty redesigns. These results have several implications in the field of DfAM education.

中文翻译：

---

检查增材制造规则呈现的设计对零件重新设计质量的影响

这项研究的主要目标是了解增材制造设计 (DfAM) 规则呈现如何影响设计师利用这些规则的能力。为此，进行了两项研究。第一项研究是与行业工程师和设计师一起进行的，而第二项研究是与一所大学的学生进行的。在这两项研究中，都选择了四个 DfAM 熔融沉积建模 (FDM) 设计规则，涉及悬垂、平面、可接近的支撑结构和零件尺寸。每条规则都以四种不同的形式呈现：纯文本、带插图的文本、带行业示例的文本和带 3D 打印示例的文本。每个规则演示文稿都包含一个理由，除了纯文本演示文稿之外的所有内容都包含规则的“理想”和“不良”设计示例。给出了四个部分的重新设计问题，然后根据新颖性和质量对由此产生的重新设计进行评分。结果表明，虽然模式之间的质量和新颖性得分没有差异，但仅文本规则被认为是最难理解的。此外，专业人士和学生之间的比较表明，专业人士创造了更高的新颖性重新设计。这些结果对 DfAM 教育领域有几个影响。专业人士和学生之间的比较表明，专业人士创造了更新颖的重新设计。这些结果对 DfAM 教育领域有几个影响。专业人士和学生之间的比较表明，专业人士创造了更新颖的重新设计。这些结果对 DfAM 教育领域有几个影响。