Abstract
This study investigates the impact of additive learning tools on the educational outcomes of first-year engineering students. Employing a structured experimental framework, the research divided participants into three groups: a control group and two experimental groups, one with teacher facilitation and the other without. Utilizing technologies such as SolidWorks, LabVIEW, Unity, and Unreal Engine, the study measured variables including academic performance, intrinsic motivation, collaborative skills, and student satisfaction. Results from Kruskal-Wallis tests and ANOVA confirmed that students using additive learning tools under teacher guidance (Experimental Group 1) exhibited significantly enhanced academic performance and motivation compared to the control group and the group using technologies independently. However, no significant differences were found in collaborative skills across all groups, suggesting the need for tailored pedagogical strategies to leverage technological benefits fully. Furthermore, high satisfaction rates among students in the experimental groups underscore the positive reception and effectiveness of these learning tools. This study contributes to the discourse on integrating innovative educational tools in engineering curricula, advocating for enhanced teacher involvement to maximize learning outcomes, and highlights areas for further research in technology-enhanced education.