Abstract: A successful pedagogical training program aimed at a diverse educational audience should include several key elements: (a) the identities of the participants, (b) their motivations for enrolling, (c) their prior knowledge of the topic, (d) the types of applications they use, and (e) their understanding of both the theoretical and practical aspects of the thematic modules involved. Incorporating this information significantly enhances the curriculum by broadening the range of educational tools available, such as hands-on activities, reports, examples, questions, and customized training experiences. These factors are essential for effectively integrating new technologies into the course.Furthermore, a strategic effort has been made to incorporate gamification techniques to boost engagement and improve comprehension. Gamification refers to the application of game elements and principles in non-game contexts. A notable example in product design is the use of “composition bricks,” a popular tool that designers use to create object geometries. The implementation of gamification through various game mechanics and strategies offers several advantages that can lead to improved practical outcomes in product design.This study emphasizes the intersection of education and the adoption of emerging technologies, such as 3D printing. The education sector is increasingly demonstrating examples of how cutting-edge 3D technologies are being utilized. Traditionally, higher education has taken the lead in adopting 3D design technologies for research and practical applications. In recent years, however, these subjects have also begun to appear in lower levels of education.The current paper aims to develop an educational framework for teaching rapid prototyping technologies using gamification techniques. Initially, data was collected from higher education students to identify their learning needs and preferences. The participants were students from the Department of Product and Systems Design Engineering at the University of Western Macedonia. To gather data, three distinct questionnaires were employed: (a) a GEFT-type questionnaire to determine learners’ cognitive styles, (b) a questionnaire assessing learners’ self-evaluation and knowledge of the reverse engineering module, and (c) a feedback questionnaire administered at the end of the course.Following the data collection, an analysis was performed, and a specialized 3-hour rapid prototyping course was developed to address the needs of both independent and dependent learners (Field-Independent – FI & Field-Dependent – FD). The proposed methodology was subsequently evaluated in terms of effectiveness, efficiency, user satisfaction, and ease of use.The paper is organized into four sections. The first section introduces the core concepts, including the problem statement, research objectives, and overall structure. The second section presents a comprehensive literature review, covering educational methodologies and rapid prototyping technologies. The third section delves into various rapid prototyping techniques, along with 3D design methods and tools. Finally, the fourth section outlines the proposed training scenario for a 3-hour 3D printing course utilizing gamification tools and strategies.

SUBMITTED: JULY 2024, REVISION SUBMITTED: OCTOBER 2024, ACCEPTED: DECEMBER 2024, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: AUGUST 2025