Integration of digital manufacturing tools in the development of ergonomic didactic resources: a case study in preschool education

Integration of digital manufacturing tools in the development of ergonomic didactic resources: a case study in preschool education Item Type info:eu-repo/semantics/article Authors Ramos-Ticlla, Fidel; Barbachan-Ruales, Enrique Alejandro; Palomino-Román, Richar; Carhuavilca-Capcha, Dany César; Barbachan-Villalobos, Miguel Alejandro DOI 10.51252/rcsi.v5i2.973 Publisher Universidad Nacional de San Martin Journal Revista Cientifica De Sistemas E Informatica Rights info:eu-repo/semantics/openAccess; Attribution 4.0 International Download date 03/11/2025 16:19:52 Item License http://creativecommons.org/licenses/by/4.0/ Link to Item http://hdl.handle.net/10757/686717 Rev. Cient. Sist. Inform. 5(2), e973, doi: 10.51252/rcs i.v5n2.973 Original article Artí c ulo orginal Jul-Dec, 2025 https://revistas.unsm.edu.pe/index.php/rcsi e-ISSN: 2709-992X © The authors. This is an open access article distributed under the terms of the Creative Commons Attribution Licens e, which permits unrestr icted use, distribution, and reproduction in any medium, provided the original work is properly cited. Integration of digital manufacturing tools in the development of ergonomic didactic resources: a case study in preschool education Integracio n d e herramientas de manuf actura digital en el desarrollo de recursos dida cticos ergono micos: caso de estudio en educacio n preescolar Fidel Ramos-Ticlla1*, Enrique Alejandro Barbachan-Ruales1, Richar Palomino-Román1, Dany César Carhuavilca-Capcha1, Miguel Alejandro Barbachan-Villalobos2 1Universidad Naciona l de Educacio n Enrique Guzma n y Valle, Lima, Peru 2Universidad Peruana de Ciencias aplicadas, Lima, Peru Received: 24 Feb. 2025 | Accepted: 10 Jun. 2025 | Published: 20 Jul. 2025 Corresponding author*: [email protected] How to cite this article: Ramos-Ticlla, F., Barbachan-Ruales, E. A., Palomino-Roma n, R., CarhuavilcaCapcha, D. C. & Barbachan-Villalobos, M. A. (2025). Integration of digital manufacturing tools in the development of ergonomic didactic resources: a case study in preschool education. Revista Científica de Sistemas e Informática, 5(2), e973. https://doi.org/10.51252/rcsi.v 5i2.973 ABSTRACT This study addressed the need to improve the ergonomic conditions of school furniture in early childhood education, considering its impact on children’s posture, safety, and concentration. The objective was to design, manufacture, and validate an ergonomic educational module (desk and chair) for students aged 3 to 5, using digital manufacturing tools. An experim ental approach was applied across five phases: collection of anthropometric data, CAD modeling, computeraided m anufacturing (CAM), technical assembly, and structural, ergonomic, and pedagogical validation. The design adhered to international standards (ISO 5970, UNE-EN 1729-2, ISO 7174-1) and guidelines from the Peruvian Ministry of Education (MINEDU). Results showed 92% material utilization efficiency, average production time of 85 minutes, and high structural resistance. Validation with teachers and c hildren demonstrated 94% postural adequacy and high satisfaction levels regarding ergonomics, safety, and functionality. It was concluded that integrating digital manufacturing technologies into the development of ergonomic school furniture is feasible and offers potential for replication and transfer to public early childhood education institutions. Keywords: child learning, CAD design, school ergonomics, computer-aided manufacturing, pedagogical validation RESUMEN Este estudio abordo la necesidad de mejorar las condiciones ergono micas del mobiliario escolar en la educacio n inicial, considerando su impacto en la postura, seguridad y concentracio n de los nin os. El objetivo fue di sen ar, fabricar y validar un mo dulo educativo ergono mico (mesa y silla) para estudiantes de 3 a 5 an o s, utiliz ando herramientas de manufactura digital. Se aplico un enfoque experimental con cinco fases: recoleccio n de datos antropome tricos, modelado CAD, manufactura asistida por computadora (CAM), ensamblaje te cnico y validacio n estructural, ergono mica y pedago gica. El di sen o considero normativas internacionales (ISO 5970, UNE-EN 1729-2, ISO 7174-1) y lineamientos del MINEDU. Los resultados mostraron una eficiencia de co rte del 92 %, tiempos de fabricacio n promedio de 85 minutos y alta resistencia estructural. La validacio n con docentes y ni n os evidencio un 94 % de adecuacio n postural y niveles altos de satisfaccio n en ergonomí a, seguridad y funcionalidad. Se c oncluyo que es viable integrar tecnologí as de fabricacio n digital en el desarrollo de mobiliario escolar ergono mico, con potencial de replicabilidad y transferencia a instituciones pu blicas de educacio n inicial. Palabras clave: aprendizaje infantil, disen o CAD, ergonomí a escolar, f abricacio n asistida c omputadora, validacio n pedago gica Ramos-Ticlla et al. 2 Rev. Cient. Sist. Inform. 5(2): e973; (Jul-Dec, 2025). e-ISSN: 2709-992X 1. INTRODUCTION Early ch ildhood education constitutes a critical stage in the integral formation of the human being, as it con solidates fundamental cognitive, motor, and socio-emotional skills (Rafiyya et al., 2024). At this level, the physical classroom environ ment, and particularly the school furniture, plays a determinin g role in learning qua lity, as it directly influences children's posture, concentration, and comfort during pedagog ical activities (B aba et a l., 202 4; Chen & Tsai, 2024). The adaptation of these resources to anthrop ometric and functional crite ria has led to the conce ptualization of socalled ergonomic didactic re sources, understood as physical devices designe d to ensure safety, stimulation, and pedagogical accessibility according to child development (Esenarro et al., 2023; Gumasing et al., 2023). In parallel, techn ological adva nces ha ve transformed traditional design and production methods, en abling a transition towards digital manufacturing models (Kraus et al., 2021; Yan & Wang, 202 4). This change has been driven by the availab ility of CAD/CAM software (Budi & Sukmono, 2023), computer numerical control (CNC) machine s (Yao et al., 2024), laser cutters, and 3D printers, whose capabilities allow f or the deve lop ment of customized products with hig h precision, shorter production times, and optimized costs (Rasu, 2023). In the educational fie ld, this evolution represents a strategic opportunity to innovate not only in content and methodologies but also in the material means that support th e teaching-learn ing process. At the university level, these technologies have begun to be implemented in design laboratorie s and tra ining workshops, promoting applie d technical competencies an d project-based th inking with social impact (Kantaros et al., 2022 ; Tofail et al., 2018). From a theoretica l perspective, this research is based on Schumpeter’s theory of in novation, which views technological chang e as a drive r of structural development, and on general systems theory, which allows for understandin g the educational ecosystem as an interdependent network of technical, human, and pedagogical factors (Montoya, 2004; Martí n ez & Cha vez, 2024). In practice, however, considerable cha llenges persis t: many educational institutions still use sta ndardized school furniture that does not meet e rgonomic criteria nor adapts to the real conditions of child users (Cardon e t al., 2004; Podrekar Loredan et al., 2022). Ad ded to this is the weak articulation between technological capabilities d eve lop ed at universities an d th eir effective transfer to school environments. At the resea rch level, a growing volume of stu dies has be en identified on the use of digital manufacturing tools in education, particularly in the design and prototyping of didactic furniture (Kalita et a l., 2019; Soomro et al., 2021; Tihinen e t al., 2021). However, most focus exclusively on the technical phase of the process (modeling, materials, assembly), without addressing the pedagogical, ergonomic, or contextual validation in an integrated manner. Addition ally, the most developed works are often orie nted toward s urban contexts or those with hig h technology a ccess, limiting their applicability in rural or resource-constrained environmen ts. This gap highlights the ne ed for proposals that systematically integrate the p hases of design, manufacturing, technical validation, and educational e valuation of the gene rated products (Cash et al., 2023; Fazeli & Peng, 2022). In resp onse to this scenario, the present study proposes the d eve lop ment and valid ation of an ergonomic, deta chable educational mod ule (table and chair) for studen ts aged 3 to 5 years, using dig ital ma nufacturing tools available in university laboratories. Unlike previous approaches, this Ramos-Ticlla et al. 3 Rev. Cient. Sist. Inform. 5(2): e973; (Jul-Dec, 2025). e-ISSN: 2709-992X research documents all sta ges of the process: from problem id entification and d igital design to assiste d manu facturing, structural ass embly, mechanical testing , and pedagogical validation in con tex t. Additionally, standards from the Ministry of Education of Peru (MINEDU, 2023) are applie d to en sure regulatory complian ce of the prototype . The research follows an applied design with a mixed approach, aimed at generatin g a replica ble product with low cost and high technical precision. As its main contribution, it seeks to demonstrate that it is poss ible to integrate digital manufacturing technologies in the development of ergonomic educational materia ls, promoting both pedagogical innovation and the stre ngthening of technological capacities in higher education environments (Dehghan et al., 2025; Oyetade et al., 2025). Furthermore, it is proposed that transferring this experience can benefit pub lic e ducational institutions, expanding access to solutions designed with technica l, functional, an d contex tually adapted criteria to meet the real needs of the national educational context. 2. MATERIALS AND METHODS phases: diagnosis and collection of anthropometric data, dig ital design using CAD tools, computeraided manufacturing (CAM), technical assembly, and structural, ergonomic, and pedagogical validation tests. Each pha se was documented for traceability purposes, ensuring the replicability of the process in acad emic and school contexts. 2.1. Collection of anthropometric and normative data Basic anthropometric measurements (popliteal height, seated elbow heigh t, femoral len gth, among others ) were collected from a sample of 30 children a ged 3 to 5 yea rs from a public institution, following measurement protocols estab lished by ISO 725 0-1:2017. The data were compare d with the recommen dations of ISO 5970:2007 f or school furniture and with guidelines from the Ministry of Education of Peru (MINEDU, 2023). This stage allowed for establishing the baseline parameters for the structural design of the educational module. 2.2. Technical design of the furniture in a CAD environment With the data obtaine d, the three-dimensional modeling of the educational module (table and chair) was carried out u sing AutoCAD and Autodesk Fusion 360 . The design considered parametric relationships between components, structural re inforcement are as, and “dog bone”-type screwless joints to allow for precis e and s trong assembly. Tolerance margin s of ±0.5 mm were incorporate d into contact surfaces and joints. Tech nical drawings, sectional cuts, orthog onal views, an d virtual assemblies were g enerated for all parts of the set. 2.3. CAM fabrication preparation and nesting optimization The CAD model was exported to CAM manufacturing software to g enerate the G-code compatible with a 3-axis CNC router. A 15 mm phenolic plywood board was used as the main material, selected for its mechanical strength, d imen sional stability, and low cost. Nesting algorithms were applied using Cu t2D Pro to max imize mate rial u tilization, achieving 92% efficiency of usable area. The cutting p arameters established included a pass depth of 3 mm, feed rate of 1400 mm/min, and a 6 mm straight end mill. Ramos-Ticlla et al. 4 Rev. Cient. Sist. Inform. 5(2): e973; (Jul-Dec, 2025). e-ISSN: 2709-992X 2.4. Manufacturing process and technical assembly The manufacturing of the pieces was carried out in the university’s prototyping lab oratory, equipped with CNC machinery. After cutting, the pie ces were san ded and treated with water-based varnish for surface protection. Assembly was performed man ually without industrial adhesives, verifying the fit of the “dog bone”-type joints. The average construction time for a complete module (table and chair) was 85 minutes. Ten modules were produced f or technical and pedagogical evaluation. 2.5. Structural, ergonomic, and pedagogical validation Mechan ical tests were conducted according to UNE-EN 1729-2:2012+A1:20 15 and ISO 71 741:198 8 standards to assess the furniture’s resistance and stability. A ca librated dynamometer was used to apply progressive loads up to the critical deformation point. Measurements were recorded with digital calipers (a ccuracy ±0.1 mm), and t-tests were applied to compare the meas ured values with the des ign specifications. Additionally, a p ilot test was conducted in a public educational institution involving 18 teachers and 4 2 children. Surveys with a Likert scale (1–5) were administered to evaluate perceptions of ergon omics, sta bility, functionality, and pedagogical value of the design. 3. RESULTS AND DISCUSSION This section presents the findings obtained during the various stages of the development of the ergonomic educational module aimed at early ch ildhood education, from digital design to functional validation in real settings. It d etails the technical results of CAD modeling, the computer-aided manufacturing (CAM) process , mechanical assembly, and structural re sistance tests, in tegrating both qu antitative and qualitative evidence. Additionally, these results are discussed in relation to in ternational standards such as ISO 5970:2007, pedagogica l references, an d previous studies on child erg onomics and digital manufacturing. This approach not only verifies the effectiveness of the implemented process but also identifies its potential for replicability and technological tran sfer to educational contexts with budget constraints. The integration of figures, technical diagrams, and s tatistical tables provides a robust basis for the critical interpretation of the results and their contribution to the design of innova tive s olutions in preschool education. 3.1. Technical planning of the development process The technical intervention began with the project’s meth odological design, which defined the operational phases from diagnosis to functional validation. Planning included the collection of children’s anthropometric data, selection of local materials, configu ration of digital man uf acturing tools, and structured design of te sts. This sequential approach ensured traceability, qu ality con trol, and process reproducibility. Figure 1 pre sents the comprehe nsive scheme of the intervention p lan, articulating the project’s technical, pedagogical, and validation components. Ramos-Ticlla et al. 5 Rev. Cient. Sist. Inform. 5(2): e973; (Jul-Dec, 2025). e-ISSN: 2709-992X Figure 1. Project develo pment intervention plan o utline 3.2. CAD modeling of the educational module Based on the anthropometric data obtained and aligned with intern ationa l standards such as ISO 59 70:2007 and the n ationa l regulation s of MINEDU, a three-dimens ional model was developed in a CAD environ ment. S pecialized software (AutoCAD, Fusion 360) was used to genera te orthogonal views, sectional cuts, and virtual as semblies, considering tolerance margins of ±0.5 mm. Parametric relationships be tween components were established to ensure structural sta bility, ergonomics, and ease of assembly. In particular, the design incorporated “dog bone” joints to allow for s crewless assembly. Figure 2 shows the complete stru ctural design of the tab le and chair in front, sid e, and axon ometric views. Ramos-Ticlla et al. 6 Rev. Cient. Sist. Inform. 5(2): e973; (Jul-Dec, 2025). e-ISSN: 2709-992X Figure 2. Structural design and drawing of table and chair, CAD 3.3. Preparation for digital manufacturing using nesting and CAM Based on the CAD mod el, the cutting layout on the 15 mm ph enolic plywood board was optimized. Nesting algorithms were applied to maximize material utilization (reducing waste to less than 8%), and the G-code re quired for the 3-axis CNC router was generated. The CAM process con sidered in ternal toolpaths, a pass depth of 3 mm, and a feed rate of 1400 mm/min. Figure 3 shows the layout of the solid design of the table structure on the board, prepared for the CNC cutting phase, in a structural three-dimensiona l format. Figure 3. 3D design of the CNC cutting table 3.4. Technical assembly, structural testing, and statistical validation Once the pieces were produ ced through CN C cuttin g, manual assembly was carried out without the use of industrial a dhesives, employing precision joints. The averag e manufacturing time per modu le was 85 minutes, includ ing cutting, sanding, assembly, and surface finishing with waterbased varnish. Ten complete modules were manufacture d for technical evaluation. Quality tests included: (1) Dimensiona l validation: actual measurements were ta ken with digital calipers, Ramos-Ticlla et al. 7 Rev. Cient. Sist. Inform. 5(2): e973; (Jul-Dec, 2025). e-ISSN: 2709-992X showing deviations of less than ±1.2%. (2) Structural load tests: progressive loads were app lied using a dynamometer until reaching the critica l d eformation poin t. The data were analyzed statistically. Table 1 presen ts descriptive statistics of critical varia bles such as height, width, and structural resistance. Table 1. Mechanical test results of the educational module Component Test performed Average obtained Standard deviation Reference technical standard Compliance Chair Static load resistance (kg) 92.6 ± 3.8 UNE-EN 17292:2012+A1:2015 Yes Chair Stability agai nst tilting (°) 18.2 ± 1.1 ISO 7174-1:1988 Yes Table Distributed load resistance (kg) 114.3 ± 4.5 NTP 251.001:2022 (Peru) Yes Table Vibration under load (Hz) 7.8 ± 0.4 Internal recommendation Yes The t-tests performed to compare with the design values showed that the measurements remained within acceptable limits (p > 0.05), while the breaking load was significantly higher than the minimum required (p < 0.001), as detailed in Table 2. Table 2. Ergonomic and pedagogical validation results of the module Evaluated criterion Average scale (1-5) Standard deviation Acceptance percentage (%) Compliance level Appropriate chair height 4.72 ± 0.31 94.4 High General comfort 4.56 ± 0.42 88.9 High Structural stability 4.61 ± 0.37 91.7 High Ease of use by children 4.67 ± 0.28 94.4 High Pedagogical value of the design 4.44 ± 0.40 88.9 Medium-high Safety of edges and fini shes 4.78 ± 0.22 100 Very high 3.5. Functional validation and educational relevance A pilot test was conducted in a p ublic institution with childre n aged 3 to 5 years. Observations documented 94% postural adeq uacy, 89% stability, and zero incidents during activities. Teacher evaluation, throu gh a Likert scale survey, yielded an a verage score of 4.7 out of 5, with emphasis on ergonomics (4.9) an d safety (4.8). These validations confirm that the design not only meets technical and regulatory criteria but is also function al in re al contex ts, replicable at low cost, and adaptab le to various school realities. Discussion The results of the stu dy confirm the techn ical and functional feasibility of deve lop ing ergonomic educational modules usin g digital manufacturing tools in real school contexts. Implementing a parametric design based on children's anthropometric data enabled precise adaptation to users’ physical needs, resulting in high levels of acceptance by teachers and childre n. The se findings empirically validate the assertions of Ese narro e t al. (2023) and Gumasing et al. (2023) regarding the positive impact of erg onomic resources on stimulation a nd pedagogical comfort, particularly during early cognitive and motor developmen t stages. In terms of technological innovation , the inte grated use of CAD, CAM, and CNC machinery demonstrated efficient material utilization (92%) and reproducible production with high Ramos-Ticlla et al. 8 Rev. Cient. Sist. Inform. 5(2): e973; (Jul-Dec, 2025). e-ISSN: 2709-992X precision, asp ects already highlighte d b y Rasu (2023) and Yan & Wang (2024 ) as key advantages of digital manufacturing. The screwless and adhesive-free assembly and complian ce with international sta ndards (UNE-EN 1729-2:2012+A1:2015, ISO 7174-1:19 88) re inforce the potential of these technologies n ot only for generating functional prototypes but also for estab lishing replicable standards in institution s with limited budge ts. From a pedag ogical perspective, the p ilot tests showed that the use of these modules not only improves postu re and stability during learning but is also hig hly valued by tea chers for their functionality and s afety. This supports the arguments of Baba et al. (2024) and Chen & Tsai (202 4), who emphasize th e dire ct relation ship between s chool furniture and the quality of the educational en vironment. Furthermore , the high teacher validation score (average 4.7/5) suggests that the desig n not on ly fulfills a technical function but a ctively contribu tes to the te aching-learn ing process. Re garding institutional implications, this ex perience demonstrates that universities can act as hubs of innovation with tangible s ocial impact by articulating technological capacities with the educational needs of their communities. This aligns with the views of Tofail et al. (201 8) and Kantaros et al. (2022), who highlight the relevance of digital fabrication laboratories in developing applie d competen cies and in technolog ical transfer to strategic sectors s uch as public education. Inter-institutional collaboration could become a key axis f or scalin g up these initiative s in rural or peri-urban areas. For future directions, it is proposed to deepen the longitudinal a nalysis of the impact of these resources on s chool performance and ch ild psychomotor development. Additionally, it would be pertinent to explore the incorporation of emerging technologies such as IoT sensors to monitor furniture use in re al time or adaptive customization mechanisms based on specific an thropometric va riables. These e xtensions would not only strengthen the ergon omic component but also a dvance towards truly intelligent and contextualized learning environments, aligned with the principles of educational equity and sustaina bility. CONCLUSIONS The findings of this research demons trate that it is te chnically feasible to integrate digital manufacturing tools in the development of ergonomic didactic resources for e arly ch ildhood education. The use of CAD/CAM technologie s and CNC machinery enabled the prod uction of school modu les adapted to children' s anthropometric measure ments, complying with national and international technical standards. Functional, erg onomic, and pedagogical validation showed high levels of acceptance among teachers and students, confirming the positive impact of this a pproach on improving the learning environment, particularly in terms of comfort, sta bility, and saf ety. Moreover, the a pplied methodology effectively articulated technical, regulatory, and educational aspects, establishing a replicable intervention model with potential for transfer to public institutions with limited resources. As a projection, it is recommen ded to extend the analysis to rural contexts and to evaluate the long itudinal impact of these resource s on child development. This proposal provides a concrete basis for educational innovation policies, promoting equity in acce ss to quality school furniture and strengthening the role of universities as a ctive agents in the transformation of the edu cational system.