USING 3D PRINTING TO CREATE EDUCATIONAL ROBOTICS PLATFORMS BY COMPUTER SPECIALISTS

M. M. OZHA Volodymyr Hnatiuk Ternopil National Pedagogical University https://orcid.org/0000-0002-6954-0318
T. V. SITKAR Volodymyr Hnatiuk Ternopil National Pedagogical University https://orcid.org/0000-0002-5120-341X
I.-S. V. MAZUR Volodymyr Hnatiuk Ternopil National Pedagogical University https://orcid.org/0000-0002-4552-1067

Keywords: 3D printing, robotics, professional education, parametric modeling, educational platform, project-based learning

Abstract

DOI: https://doi.org/10.26565/2074-8922-2025-85-14

Develop and validate an open learning platform based on 3D printing that allows students to generate, customize, and physically implement their own robotic models as part of their professional training. The paper proposes the architecture of the Robo3D platform, which combines parametric CAD models, a library of modular components, and instructions for integrating standard electronics. The platform is implemented as an open digital environment where students can select basic configurations (wheeled, tracked, manipulator, etc.), set geometric parameters, export STL files for 3D printing, and assemble functional prototypes. To assess its pedagogical effectiveness, a teaching experiment was conducted in the format of project-oriented learning, in which students developed their own robotics projects based on the generated models. The analysis was carried out according to the criteria of originality of design, functional completeness, technical complexity, and compliance with the set task. The Robo3D platform provided a high level of student autonomy in design: 78% of participants created unique robots that did not repeat template solutions. Most projects demonstrated the integration of mechanical, electronic, and software components, indicating the formation of interdisciplinary engineering thinking. Teachers noted increased motivation to experiment and a willingness to iteratively improve designs. In addition, the use of a parametric approach reduced design time by 35% compared to manual modeling. The proposed platform for generating robotic models based on 3D printing is an effective tool for professional education, combining the flexibility of digital design with practical implementation. It not only simplifies access to complex engineering contexts, but also creates conditions for the development of creativity, technical independence, and a deep understanding of the principles of robotic systems.

In cites: Ozha M. M., Sitkar T. V., Mazur I.-S. V. (2025). Using 3D printing to create educational robotics platforms by computer specialists. Problems of Engineering Pedagogic Education, (85), 163-172. https://doi.org/10.26565/2074-8922-2025-85-14 (in Ukrainian)

Downloads

Download data is not yet available.

References

1. Baranovskaya, I., Baranovskyi, D. (2024). Implementation of 3d modeling technologies in the educational training of technical and art specialists. Open educational e-environment of modern university, (17), 1–17. https://doi.org/10.28925/2414-0325.2024.171 (in Ukrainian).
2. Baranovskaya, I. G. (2025). 3D modeling technologies as an effective educational tool for training future art teachers. Information technologies: science, engineering, technology, education, health: theses of the 33rd international scientific-practical conference MicroCAD-2025, May 14-17. Kharkiv: National Technical University "Kharkiv. Polytechnic Institute".(in Ukrainian). https://repository.kpi.kharkov.ua/handle/KhPI-Press/93098
3. Derkach, A., Tverdokhlib, I. (2024). The research of the state of studying 3d modeling in general secondary education schools of Ukraine. Problems of the Modern
Textbook, (33), 106–116. https://doi.org/10.32405/2411-1309-2024-33-106-116
https://ipvid.org.ua/index.php/psp/article/view/750/879 (in Ukrainian).
4. Yashan, B. O., Skrypnychuk, N. S. (2023). Application of 3d printing technologies in the educational process as an element of stem education. Educational Horizons, 56(1), 85-88. https://doi.org/10.15330/obrii.56.1.85-88 (in Ukrainian).
5. 3D Printing Technology Comparison: FDM vs. SLA vs. SLS. (2021). https://facfox.com/docs/kb/3d-printing-technology-comparison-fdm-vs-sla-vs-sls
6. Alimisis, D. (2021). Technologies for an inclusive robotics education. Open Research Europe, 1(40). https://doi.org/10.12688/openreseurope.13321.2
7. Brown, T., Wyatt, J. (2010). Design thinking for social innovation.
Stanford Social Innovation Review, (pp. 30–35). https://myweb.uiowa.edu/dlgould/plugin/documents/Design_Thinking_for_Social_Innovation.pdf
8. European Education Area. (2020). Digital Education Action Plan (2021–2027). Publications Office of the European Union. https://education.ec.europa.eu/focus-topics/digital-education/actions
9. Ford, S., Minshall, T. (2019). Invited review article: Where and how 3D printing is used in teaching and education. Additive Manufacturing, 25, 131–150. https://doi.org/10.1016/j.addma.2018.10.028
10. Hevko, I., Potapchuk, O., Sitkar, T., Lutsyk, I., Koliasa, P. (2020). Formation of practical skills modeling and printing of three-dimensional objects in the process of professional training of IT specialists. E3S Web of Conferences: International сonference on sustainable аutures: environmental, technological, social and economic matters, ICSF 2020 (Kryvyi Rih, Ukraine, 20-22 May 2020), EDP Sciences, 166, 1-8. http://dspace.tnpu.edu.ua/handle/123456789/16740 (in Ukrainian).
11. National Akademy of Engineering and National Research Council. (2014). STEM Integration in K–12 Education: Status, Prospects, and an Agenda for Research. National Academies Press. https://nap.nationalacademies.org/read/18612/chapter/1
12. Potashynska, N., Izonin, I. (2020). Technologies of 3D modeling in the 3ds Max software environment in the discipline “3D Graphics”. https://www.yakaboo.ua/ua/tehnologii-3d-modeljuvannja-v-programnomu-seredischi-3ds-max-z-disciplini-3d-grafika.html (in Ukrainian).
13. Romanyuk, O., Romanyuk, O., Chekhmestruk, R., Mykhaylov, P., Kovtonyuk, M., Baranovska, I., Nahorniak, S., Hrechanovska, O., Omiotek, Z., Uvaysova, A. (2022). Rendering of inhomogeneous volumes using perturbation functions. In Photonics Applications in Astronomy, Communications, Industry, and High Energy Physics Experiments 2022, . SPIE, 12476, 135-140. https://doi.org/10.1117/12.2659703 (in Ukrainian).
14. Rubakh, M. (2022). Reverse engineering and additive manufacturing. The global trend of import substitution and localization to ensure sustainable development. https://old.newfolk.com.ua/ua/novyny/%D0 (in Ukrainian).
15. Strutynska, O. (2019). The use of robotics and 3D technologies in the STEM education development. Open educational e-environment of modern University, (7), 96-109. https://doi.org/10.28925/2414-0325.2019.7.10 (in Ukrainian).
16. Yemelianov, R., Havrylenko, K. (2018). Implementation of training using 3-D
technologies. Scientific notes of young scientists, (2). https://phm.cuspu.edu.ua/ojs/index.php/SNYS/article/view/1556 (in Ukrainian).