Innovation, Design, and Self-Efficacy: The Impact of Makerspaces
Innovation, Design, and Self-Efficacy: The Impact of Makerspaces
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创新、设计和自我效能：创客空间的影响
DOI：
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
R. Carbonell
中科院分区：
文献类型：
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作者：
R. Carbonell
近年来，创客空间在学术机构的工程建筑中越来越普遍。通过这些空间的创建和持续资助，快速原型技术的使用允许跨工程学科快速，直接的项目开发。虽然许多人假设学生在这些设施中的参与对他们的教育经历和成果产生了积极的影响，但很少有经验数据描述个人如何以及在多大程度上受到创客空间的影响。在本文中，我们试图了解在课程项目中使用大学创客空间如何影响学生的工程态度和技能，因为他们与创客空间有关。我们的研究团队调查了172名本科生，他们参加了6门独特的课程，这些课程将基于创客空间的项目纳入了他们的课程。这些课程因学年、系所、主题和项目复杂性而异。每个学生都在学期开始和结束时接受了调查，在他们完成创客空间课程项目之前和之后。调查测量了学生对设计的情感、设计自我效能感、技术自我效能感、创新取向和对创客空间的归属感。调查项目通过探索性和验证性因素分析进行验证。随后，配对t检验被用来分析这些指标是否以及如何在使用创客空间的一个学期的课程中在个别学生中发生变化。通过调查这一广泛的学生群体，并探索学生在完成创客空间项目后态度发生变化的方式，我们可以更好地了解将这些作业纳入课堂如何影响学生对工程的影响以及他们对工程功效的看法。
In recent years, makerspaces have become an increasingly common feature in the engineering buildings of academic institutions. Through the creation and continued funding of these spaces, access to rapid prototyping technology has allowed for fast, straightforward project development across the engineering disciplines. While many hypothesize that students’ participation within these facilities has a positive impact on their educational experiences and outcomes, there is little empirical data that describes how and to what extent individuals are impacted by exposure to a makerspace. In this paper, we seek to understand how the use of a university makerspace in a course project impacts students’ engineering attitudes and skillsets as they relate to the makerspace. Our research team surveyed 172 undergraduate students in 6 unique courses that incorporate a makerspace based project into their curriculum. These courses varied by student year, department, subject matter, and project complexity. Each student was surveyed at the beginning and end of the semester, before and after they had completed a course project in the makerspace. The survey measured students’ affect towards design, design self-efficacy, technology self-efficacy, innovation orientation, and sense of belonging within the makerspace. Survey items were validated through exploratory and confirmatory factor analysis. Subsequently, paired t-tests were used to analyze if, and how, these metrics changed within individual students over the course of one semester using the makerspace. By surveying this broad pool of students and exploring the ways in which students’ attitudes change after completing a makerspace project, we can better understand how incorporating these assignments into a class impacts students’ affect towards engineering and perception of their engineering efficacy.
通过混合方法研究调查学生为何选择参与大学创客空间
DOI：
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发表时间：
2018
期刊：
ASEE annual conference & exposition proceedings
影响因子：
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作者：
Hilton, Ethan;Tomko, Megan;Newstetter, Wendy;Nagel, Robert;Linsey, Julie
通讯作者：
Linsey, Julie