To capitalise the design freedoms enabled by additive manufacturing (AM), designers must employ opportunistic and restrictive design for AM (O- and R-DfAM respectively). The order of information presentation influences the retrieval of said information; however, there is a need to explore this effect within DfAM. We compared four variations in DfAM education: (1) O-DfAM followed by R-DfAM, (2) R-DfAM followed by O-DfAM, (3) only O-DfAM, and (4) only R-DfAM by evaluating: (1) students’ DfAM self-efficacy, (2) their self-reported DfAM use, and (3) design creativity. All students trained in DfAM demonstrated an increase in R-DfAM self-efficacy; however, only students trained in O-DfAM, with or without R-DfAM, reported an increase in O-DfAM self-efficacy. Furthermore, students trained in R-DfAM first followed by O-DfAM generated more creative ideas.

为了利用增材制造（AM）带来的设计自由，设计人员必须为AM采用机会主义和限制性设计（分别为O-DfAM和R-DfAM）。信息呈现的顺序会影响所述信息的检索；但是，有必要在DfAM中探索这种效果。我们比较了DfAM教育的四个变化：（1）O-DfAM之后是R-DfAM，（2）R-DfAM之后是O-DfAM，（3）仅O-DfAM，以及（4）仅R-DfAM ：（1）学生的DfAM自我效能感；（2）他们自我报告的DfAM用途；以及（3）设计创造力。所有接受过DfAM培训的学生都表现出R-DfAM自我效能的提高；但是，只有接受过O-DfAM训练的学生，无论是否有R-DfAM，都报告O-DfAM自我效能得到提高。此外，首先接受R-DfAM培训的学生随后是O-DfAM，他们产生了更多的创意。