Designers skilled in design for additive manufacturing (AM, DfAM) must apply restrictive DfAM to prevent build failure and opportunistic DfAM to leverage AM capabilities. Few studies have explored the effect of students’ motivation on the outcomes of DfAM education. The experiment in this article introduced engineering students to either restrictive or dual (opportunistic and restrictive) DfAM followed by a design task, either presented as a showcase (results presented to the rest of the class) or as a competition (best performing design would be rewarded). Students trained in dual DfAM generated more creative ideas compared to restrictive DfAM – but only when presented with the competitive design task. These results help educators develop design tasks that encourage the creative application of DfAM.

中文翻译：

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为赢而建？探索竞争环境对学生在增材制造任务设计中创造力的作用

精通增材制造（AM、DfAM）设计的设计师必须应用限制性 DfAM 以防止构建失败，并应用机会性 DfAM 以利用 AM 功能。很少有研究探讨学生的动机对 DfAM 教育结果的影响。本文中的实验向工程专业的学生介绍了限制性或双重（机会主义和限制性）DfAM，然后是设计任务，可以作为展示（向全班其他人展示结果）或作为竞赛（表现最佳的设计将是奖励）。与限制性 DfAM 相比，接受双 DfAM 培训的学生产生了更多的创意——但前提是面临竞争性设计任务。这些结果有助于教育工作者开发鼓励创造性应用 DfAM 的设计任务。