Project-based language learning in a 3D printing context

Abstract

This article highlighted an important project-based language learning case study in a Japanese technical university. The idea of the project was to create a creative factory classroom with computer-aided design (CAD) design and 3D scanning-based activities leading up to the 3D printing of products. The focus of the course was on both technical design and technical writing and presentation in a realistic work context. Students not only learned how to use different CAD software and 3D scanning apps, they also had to continuously engage in technical writing, online information management and presentation, working collaboratively both for individual and team-based activities. Data from course-related activities and self-reports indicated reasonable proficiency with the assignments, and reasonable ability to work with strict Schoology-based assignment instructions. Self-reports indicated relatively high levels of motivation and reasonable comfort with course activities. Recommendations for future study highlighted a more integrated and balanced course structure focused on both language learning and information and communication technology (ICT) tools.