Scaffolded activity-based learning for undergraduate additive manufacturing education: An empirically validated, OBE-aligned pedagogical framework integrating digital manufacturing workflows

The effective delivery of additive manufacturing (AM) education in undergraduate engineering programmes requires a deliberate pedagogical shift from conventional lecture-based instruction toward structured experiential learning environments. This study presents, implements, and empirically evaluates a scaffolded activity-based learning (ABL) framework for an undergraduate AM course, grounded in Kolb's experiential learning cycle and aligned with Bloom's revised taxonomy across cognitive, psychomotor, and affective domains. The framework comprises three progressively complex activities: Fused Filament Fabrication (FFF)-based component fabrication (guided application), structured-light reverse engineering (analytical reconstruction), and application-driven DLP resin prototyping (autonomous problem-solving). Performance was evaluated through criterion-referenced rubric assessment, course outcome (CO) attainment analysis, and structured student feedback, benchmarked against a contemporaneous conventional instruction cohort. The ABL cohort demonstrated consistent and statistically significant improvements across all six COs, with attainment gains of 17.5–20.7%. Student feedback ratings exceeded 9.4/10 for learning experience and hands-on skill development. The findings demonstrate notable improvements in students’ conceptual clarity, design competency, manufacturing process selection, and overall engagement. Furthermore, the approach significantly strengthened cognitive, psychomotor, and affective learning domains, aligning effectively with outcome-based education principles. The study contributes an empirically validated, transferable pedagogical model addressing the theory-practice gap in AM education, with particular relevance for resource-constrained engineering programmes seeking evidence-based curriculum innovation.