Fostering technical skills and creativity in the digital fabrication spaces: an open-ended prototyping approach

Abstract This paper explores the impact of a digital fabrication course on the development of digital fabrication skills and creativity. The course focused on open-ended prototyping and aimed to investigate its effects on students’ motivation, enjoyment, and confidence. Students’ creativity levels were measured using a creativity test at the beginning and end of a seven-week course. Additionally, the students shared their subjective feedback on their skills and experiences in designing and fabricating prototypes using digital fabrication tools. The results showed that prototyping activities significantly improved students’ overall creativity and perceived proficiency in 2D and 3D modeling, prototyping, embedded programming, and operating fabrication machines. Students’ confidence increased across most skills, although some of their motivation and enjoyment for certain skills decreased by the end of the course. It was also revealed that collaborative learning was perceived as enjoyable and not always suitable for developing certain personal skills, such as 2D modelling and programming. Future research could investigate pedagogical approaches tailored to individual needs and collaborative configurations for optimal skill development.