Board 147: Learning in Academic Makerspaces: Preliminary Case Studies of How Academic Makerspaces Afford Learning for Female Students

Tomko, Megan; Nagel, Robert L.; Aleman, Melissa Wood; Newstetter, Wendy C.; Linsey, Julie

doi:10.18260/1-2--29948

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…The findings were mainly from the instructor's perspective, thus Otieno recommended more empirical studies from students' point of view to support the evidence of learning happening in the makerspace. Tomko et al (2018) believe that learners not only develop social skills, but also develop their academic competencies through making activities, whilst going through real-world life experiences or hands-on activities in the makerspace.…”

Section: Makerspace As a Learning Environmentmentioning

confidence: 99%

Intrinsic motivation as a determinant of perceived usefulness of library makerspace: the influence of learning dimensions

Haruna,

(Corresponding Author)

2023

MJLIS

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An increasing number of academic libraries are providing techno-savvy spaces, generally regarded as makerspace, that plays a significant role to serve the learning needs of university students. Yet, the underutilization of these makerspaces among learners in Nigerian universities is a growing concern. This study suggests a model using the Self-Determination Theory and the Tinkering Learning Dimensions Framework to investigate the influence of intrinsic motivation and learning dimensions (learning engagement and social scaffolding) on the perceived usefulness of library makerspace among Nigerian university students. Using a quantitative approach, four hypotheses were developed to examine the relationship between the constructs. Data from 323 valid respondents were analyzed using structural equation modeling. The findings reveal that intrinsic motivational factors have no direct statistically significant influence on the perceived usefulness of library makerspace. However, the relationship is mediated by an indirect influence of learning engagement. Social scaffolding and learning engagement were both found to have a direct significant influence on the perceived usefulness of makerspace. This study contributes to understanding the factors that influence the perceived usefulness of makerspace which would then lead to the increased use of this collaborative workspace. Contribution to the literature of the utilization of makerspace is discussed based on the presented framework.

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Section: Makerspace As a Learning Environmentmentioning

confidence: 99%

Intrinsic motivation as a determinant of perceived usefulness of library makerspace: the influence of learning dimensions

Haruna,

(Corresponding Author)

2023

MJLIS

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“…Makerspaces, "a physical location that serves as a meeting space for a 'maker community' and houses the community's design and manufacturing equipment" (Wilczynski 2015 p. 2), have risen exponentially worldwide (Lou and Peek 2016). For users, makerspaces are "more than just a room full of tools" (Tomko et al 2018); interviews with students who frequent makerspaces show that students perceive them as communities supporting personal development through design exploration, community building, leadership, and individual expression (Tomko et al 2019). Thus, makerspaces often considered a community of practice (Halverson and Sheridan 2014;Tomko 2019), cultivate opportunities for intentional and formal, as well as unplanned and informal interactions (Novak 2019).…”

Section: Makerspacesmentioning

confidence: 99%

How do you play that makerspace game? An ethnographic exploration of the habitus of engineering makerspaces

et al. 2022

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Drawing upon Bourdieu’s conceptualization of habitus, this ethnographic study explores the cultural bases guiding engineering makerspaces at a public university in the United States. Students carry forms of capital that impact their entry into these learning spaces, over time becoming disciplined in the “game” of makerspaces as they accumulate capital through everyday talk and storytelling. Communication constructs the makerspace habitus as students (1) move from outsider to insider as they acquire forms of capital; (2) negotiate a habitus characterized by tensions of access vs. exclusivity; (3) learn to use the vocabularies of innovation and creativity; and (4) cultivate supportive making communities. Findings point to the critical role of intentional communication and space design in cultivating inclusive makerspace cultures.

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“…Based on the literature, the makerspace itself should develop students' entrepreneurial mindsets by encouraging students to ask more questions [12], to apply lessons learned in one context (the makerspace) and apply it in a different context (the classroom) [14], and helping them build prototypes to help collect stakeholder feedback [17]. This study did not have any makerspace specific reflections that suggested curiosity (asking questions) was developed.…”

Section: Discussionmentioning

confidence: 99%

“…While no research was found that systematically examined curiosity development due to the makerspace, two of the eKSOs under curiosity are Develop a propensity to ask more questions and Be able to formulate salient questions. Tomko's case study analysis of students in the makerspace highlights that a student "asks question after question, and this method is acceptable in the makerspace, where she will ask questions about machines, projects, and designs," [12]. This example highlights how learning to use new equipment in the makerspace is just one way in which a makerspace might jump-start students' curiosity.…”

Section: Makerspaces Developing Curiositymentioning

confidence: 99%

How Well Can Makerspaces Build an Entrepreneurial Mindset?

Gillespie,

Agu,

Maggiore

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Haven. She previously specialized in service learning while teaching at the Arizona State University in the Engineering Projects in Community Service (EPICS) program. Her current teaching and research interests are in developing study skills and identity in first-year engineering students and improving retention rates. She acts as a faculty liaison for the University of New Haven Makerspace and facilitates student and faculty training. She received her Ph.D. in Electrical and Computer Engineering from the Georgia Institute of Technology, and her BSEE from the University of Miami. Onyinyechi Nwadiuto Agu, University of New HavenOnyinyechi Nwadiuto Agu is a Graduate student at the University of New Haven in West Haven, Connecticut. She is studying Data science and is expected to graduate in December 2021. She aspires to further her education and professional career by obtaining her Ph.D in Data science. Her professional interest are in engineering education as well as Machine learning and Natural language processing. In addition to her academic pursuit, Onyinyechi currently occupies the position of Executive Assistant at

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Board 147: Learning in Academic Makerspaces: Preliminary Case Studies of How Academic Makerspaces Afford Learning for Female Students

Cited by 4 publications

References 8 publications

Intrinsic motivation as a determinant of perceived usefulness of library makerspace: the influence of learning dimensions

Intrinsic motivation as a determinant of perceived usefulness of library makerspace: the influence of learning dimensions

How do you play that makerspace game? An ethnographic exploration of the habitus of engineering makerspaces

How Well Can Makerspaces Build an Entrepreneurial Mindset?

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