Author: Dania Ismaeel
Have you ever played LEGO before? Built a castle, piece by piece?
That same feeling of building something layer by layer is where our story begins.
“3D printing” is probably a phrase you’ve heard many times, but if you're ready for a deeper dive, you're in the right place! We'll break the concepts down, share practical uses of the technology in our successful programs (especially for kids), and share insights of where the technology is going!
Here, we uncover the real experience of presenting 3D printing to learners, and why it’s becoming one of the most exciting and transformative tools in innovation programs.
What Exactly Is 3D Printing?
There are three main ways to make things: cut it, mold it, or "print" it.
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“Which one to use?” you might ask!... or: “What is each method best used for?”
You're familiar with cutting and molding probably, they're just like making pasta at home! Since additive manufacturing (3D printing) emerged though, it revolutionized how we create things! What previously was a headache to cut or mold, could be made as is, "printed" layer by layer as you wish. Benefits? Well, to mention a few: complex geometries, custom designs, rapid iterations, and minimal waste are now possible!
Although some applications like high-volume manufacturing for certain materials are still dominated by classic techniques, 3D printing is making prototyping much smoother and accessible to more people than ever!
And when it comes to prototyping? 3D printing is one of the most powerful tools available.
A 60-Second History (So We All Start on the Same Page)
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A Kid With 3D Printing
3D modeling itself, which is the act of shaping an idea in digital space, boosts creativity and problem-solving in ways traditional kit-based activities don't.
In a 2025 classroom study with about 160 primary pupils across five schools, classes that learned 3D modeling showed significant gains from pre- to post-test on all four Torrance creativity components (fluency, flexibility, originality, elaboration).
Separate studies using immersive VR–based 3D modeling also report improvements in creative thinking versus traditional approaches.
The moment kids start designing, they see everyday objects differently.
What 3D Printing Looks Like at Thinking Oasis
As an institution that delivers STEM-based programs focused on developing critical thinking, Thinking Oasis has developed a distinctive approach that equips learners with the skills required for a fast-changing future. Our goal is not to offer a “step by step tutorial” to design and print a single model. Instead, our methodology emphasizes how to search, experiment, test hypotheses, and solve problems, the core abilities that matter long after the tool itself becomes obsolete.
Over the past years, we have delivered these trainings to a wide range of age groups, adapting the experience to match each developmental stage, including:
- 6–10 years old
- 10–13 years old
- University students
- Teachers
- Adult founders of small craft businesses
This shift encourages children not just to make objects, but to understand them, and to develop the habits of real makers: curiosity, experimentation, and continuous improvement as part of a good product design process.
Starting With 3D Pens: Learners Become the “Printer”!
When learners create objects with 3D pens, they essentially become the printer. They make mistakes, adjust layers, stabilize structures, and experience — in a simpler form — the same challenges a 3D printer must solve.
We’ve consistently observed how children greatly enjoy this process, learning through play, trial and error, and discovery.
Learners then meet their “new friend”: the 3D printer. By observing how it operates, layer by layer, they begin to understand what “3D” really means, how shapes are built, and how different the process is compared to manual work with the 3D pen.
This stage develops observation, a skill that helps learners connect what they observe with how the machine thinks.
Learners then move to digital modeling, designing shapes using software, and preparing them for printing. At this stage, they apply what they’ve learned to solve real problems, using 3D printing as a practical tool for creation and innovation.
Technology in Action
Throughout our programs, learners have used 3D printing in meaningful ways, particularly as part of their innovative projects.
They designed and printed components they needed for their prototypes, demonstrating not only technical skill but also creativity, purpose-driven thinking, and a real engineering mindset.
The photos below show some of the pieces they created:
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Practical Applications: How We Used 3D Printing in Our Work
3D printing allowed us to design and produce customized puzzles that we could adjust in difficulty depending on the learners’ needs, giving us the flexibility to create challenges that grow with the child’s skills and curiosity.
We also leveraged 3D printing to develop and refine our own robotics kit, created specifically for training children on electronics and programming. The robot’s entire structure is 3D-printed, enabling us to iterate, improve, and redesign it based on real classroom feedback. This made the kit not just a teaching tool, but a product shaped through experimentation, innovation, and continuous development.
Interested in this methodology?
Get in touch with us to start your journey with Thinking Oasis using our custom designed Programs.
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Resources:
- Abdelrahman, M., Abdeena, M., & Qurimbine, A. (2024). Additive manufacturing: A comprehensive review. Sensors, 24(12), 3691. MDPI
- Ben Said, L., Ayadi, B., Alharbi, S., & Dammak, F. (2025). Recent advances in additive manufacturing: A review of current developments and future directions. Machines, 13(9), 813. MDPI
- ISO/ASTM International. (2021). ISO/ASTM 52900:2021 — Additive manufacturing — General principles — Fundamentals and vocabulary. ISO
- Kodama, H. (1981). Automatic method for fabricating a three-dimensional plastic model with photo-hardening polymer. Review of Scientific Instruments, 52(11), 1770–1773.
- Hull, C. W. (1986). Apparatus for production of three-dimensional objects by stereolithography (U.S. Patent No. 4,575,330). Google Patent
- Crump, S. S. (1992). Apparatus and method for creating three-dimensional objects (U.S. Patent No. 5,121,329). Google Patent
- Alanzi, A. (2025). The impact of 3D-printed models on elementary students’ space-science learning. AIMS STEM Education, 5(2), 047.
- Chen, S.-J., Chen, C.-Q., & Shan, X.-F. (2024). The effects of an immersive virtual-reality-based 3D modeling approach on the creativity and problem-solving tendency of elementary school students. Sustainability, 16(10), 4092. MDPI
- Sosna, T., Vochozka, V., Šerý, M., & Blažek, J. (2025). Developing pupils’ creativity through 3D modeling: An experimental study. Frontiers in Education, 10, 1583877.
