Impresión 3D: una nueva dimensión para el aprendizaje creativo en arquitectura
3D printing: a new dimension for creative learning in architecture Impressão 3D: uma nova dimensão para a aprendizagem criativa em arquiteturaBarra lateral del artículo
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Contexto: La incorporación de tecnologías emergentes en la educación superior representa un desafío para fortalecer competencias innovadoras en arquitectura, especialmente en procesos vinculados con creatividad, diseño y aprendizaje experiencial. Objetivo: Analizar el impacto de la impresión 3D en el aprendizaje creativo dentro de la formación arquitectónica. Metodología: Se realizó una revisión sistemática con enfoque mixto, siguiendo el modelo PRISMA. Se consultaron bases de datos como Scopus, Web of Science, ScienceDirect, SciELO y Google Scholar. Se incluyeron estudios originales publicados entre 2021 y 2025, en español e inglés, y se excluyeron documentos no arbitrados o aplicaciones sin fines educativos. Resultados: El análisis de 16 investigaciones evidencia que la impresión 3D favorece el aprendizaje experiencial, la comprensión espacial y el desarrollo de la creatividad en estudiantes de arquitectura. Sin embargo, predominan estudios cualitativos con muestras reducidas, lo que limita la generalización de los hallazgos. Conclusiones: La impresión 3D transforma los procesos formativos en arquitectura al integrar tecnología, diseño y creatividad. No obstante, persisten vacíos relacionados con la formación docente, la integración curricular y la necesidad de estudios longitudinales que permitan evaluar su impacto a largo plazo.
Background: The integration of emerging technologies in higher education poses a significant challenge for strengthening innovative competencies in architecture, particularly in processes linked to creativity, design, and experiential learning. Objective: This study aims to analyze the impact of 3D printing on creative learning within architectural education. Methodology: A systematic review with a mixed-methods approach was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. The search encompassed databases such as Scopus, Web of Science, ScienceDirect, SciELO, and Google Scholar. The inclusion criteria focused on original peer-reviewed studies published between 2021 and 2025 in both English and Spanish, while non-peer-reviewed documents and non-educational applications were excluded. Results: An analysis of 16 research articles demonstrates that 3D printing fosters experiential learning, spatial understanding, and the development of creativity among architecture students. However, the literature is dominated by qualitative studies with small sample sizes, which limits the generalizability of the findings. Conclusions: 3D printing transforms pedagogical processes in architecture by integrating technology, design, and creativity. Nevertheless, significant research gaps remain regarding faculty development, curricular integration, and the necessity for longitudinal studies to evaluate its long-term impact.
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