Motivational Factors in Makerspaces: A Mixed Methods Study of Elementary School Students’ Situational Interest, Self-Efficacy, and Achievement Emotions
Open accessAbstract
BACKGROUND: Design-based learning and makerspace programs have been shown to be effective in increasing student motivation for STEM learning. Since these programs have largely been implemented for middle school and older students, less is known about their motivational implications in elementary school contexts. The purpose of this study was to understand how elementary school students' (grades 3-6) self-efficacy changed throughout the semester of a design-based makerspace course, and how these changes are associated with experiences of positive and negative achievement emotions. Additionally, this study investigated how self-efficacy and achievement emotions are related to students' interest development in the makerspace course. RESULTS: Results of hierarchical growth modeling showed that although students' self-efficacy and situational interest remained moderately high during the course, both declined over the makerspace semester. Further, self-efficacy, as well as experiences of excitement and frustration with project tasks were found to be associated with students' situational interest. Interpretive analysis of student think-aloud interviews and classroom observations supported these findings. CONCLUSIONS: Design-based makerspaces have the potential to trigger elementary school students' interest in STEM activities. However, the iterative design process can lead to suboptimal outcomes on students' self-efficacy and interest. Instructors should offer context-sensitive efficacy- and emotion-related scaffolds to foster positive makerspace experiences.
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The guided AR DBL approach may have helped the experienced students to not overestimate their abilities.
“Hence, we can summarize that the guided AR DBL approach may have helped the experienced students to not overestimate their abilities, which was identified in [17] as a possible factor for the motivational decline.”
From Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science (2021) · cites this paper as [17]
The decrease in self-efficacy and situational interest was stronger for higher-level students than for lower-level students.
“The decrease was stronger for higher-level students than for lower-level students.”
From Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science (2021) · cites this paper as [17]
There is little empirical evidence for the motivational effects of DBL and more research is needed.
“More generally, the authors in [17] maintain that there is little empirical evidence for the motivational effects of DBL and thus more research is needed.”
From Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science (2021) · cites this paper as [17]
In a one-semester makerspace DBL approach, students' self-efficacy and situational interest decreased significantly over the period.
“In [17] students, self-efficacy and situational interest decreased significantly over the period of a one-semester makerspace DBL approach.”
From Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science (2021) · cites this paper as [17]
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“, the makerspace project), which in a learning context is closely related to achievement emotions (Pekrun 2006).”
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Paetsch, J., Franz, S., & Wolter, I. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104318 · Cited by 59 · see citing works
Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science
Buchner, J., & Kerres, M. (2021) · Multimodal Technologies and Interaction · doi:10.3390/mti5080041 · Cited by 23 · see citing works
- Authors
- Vongkulluksn, V. W., Matewos, A. M., Sinatra, G. M., & Marsh, J. A.
- Affiliations
- The Ohio State University (US)
- Temple University (US)
- University of Southern California (US)
- Corresponding author
- Vongkulluksn, Vanessa W.
- Venue
- International Journal of STEM Education
- Published
- 2018-11-30
- Volume
- 5
- Issue
- 1
- Pages
- 43-43
- ISSN
- 2196-7822 (ISSN-L)
- PMC
- PMC6310445
- OpenAlex
- W2897249185
- Cited by
- 122
- References
- 10
- Citations by year
- 2026: 11 · 2025: 21 · 2024: 20 · 2023: 24 · 2022: 16 · 2021: 15 · 2020: 10 · 2019: 3 · 2018: 2
- FWCI
- 8.85
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- International Journal of STEM Education (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- makerspaces, design-based learning, elementary school students, situational interest, self-efficacy, achievement emotions, iterative design, frustration, scaffolding, think-aloud interviews
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