Edinburgh Napier University

  This thesis aims to demonstrate children’s engagement with 3D printing technologies in 3D printing workshops through a large study of children. This will provide qualitative and empirical evidence which supports the benefits of making for children and advocates the use of 3D printing technologies within educational settings. This thesis challenges the common narrative that making is a fundamental human trait. It proposes that making should be understood on a spectrum between making for necessity and making for leisure. This illustrates the diversity of experiences making offers. It provides a thorough and informed perspective on how 3D printing can be used successfully in project-based learning within classroom settings. The study presents empirical data from 3011 participants across 247 workshops and shows which reported behaviours are common to all 3D printing workshops. Further, this study demonstrates the impact the workshop environment has on these behaviours. Additionally, the analysed data shows that motivations for making can be categorised as social-based or learning-based. This provides maker-spaces with an alternative perspective of the motivations to participate in making and to promote access. This thesis presents the first empirical study of children and making and is also the largest known study at time of writing related to this field. It offers an alternative interpretation of maker practices to make making more inclusive and presents evidence that 3D printing pens are valuable tools for introducing children to 3D printing. Furthermore, a sample lesson plan is included in the appendix which highlights how 3D printing can be successfully included in the classroom. Finally, proposes, using empirical data, that 3D printing workshops develop skills considered essential for 21st Century learners.