This paper presents a comprehensive study on the integration of 3D printing technology in biomedical robotics education with undergraduate students learning about the design of robotic systems. The research investigated the effectiveness of this new teaching strategy in enhancing students' understanding of complex engineering principles by comparing their learning experiences, and academic performance with results from traditional teaching methods. The students' learning and performance were evaluated through a survey and grade analysis. The Mann-Whitney U test was used to analyse the data, revealing statistically significant improvements in both student satisfaction and grades. The Mann-Whitney U test results show a clear preference for the 2017 3D printing and project-based learning strategy over the 2016 traditional method. With a U-value of 0 and a critical U-value at p < 0.05 being 23, coupled with a z-score of -3.742, the data significantly indicates enhanced student outcomes with the newer teaching approach compared to conventional methods. The study also found that 3D printing technology fostered creativity, critical thinking, and enhanced spatial visualisation skills among students. However, we also identify potential challenges, including equipment maintenance, safety concerns, and the need for faculty expertise. The study concludes by providing potential strategies to overcome these challenges. This research offers valuable insights for educators and policy-makers in leveraging technology for improved learning outcomes in engineering education.