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The integration of additive manufacturing (AM) processes in many industries has led to the need for AM education and training, particularly on design for AM (DfAM). To meet this growing need, several academic institutions have implemented educational interventions, especially project- and problem-based, for AM education; however, limited research has explored how the choice of the problem statement influences the design outcomes of a task-based AM/DfAM intervention. This research explores this gap in the literature through an experimental study with 175 undergraduate engineering students. Specifically, the study compared the effects of restrictive and dual (restrictive and opportunistic) DfAM education, when introduced through design tasks that differed in the explicit use of design objectives and functional and manufacturing constraints in defining them. The effects of the intervention were measured …