EAGER: MAKER: Tracking Youth Interest and Engagement in Makerspace Learning Activities Using Wearable Technology

创客运动被吹捧为能够积极影响学习，因为制作将产生对STEM的兴趣和参与。然而，很少有教育研究真正研究了制作是否、何时、如何以及为谁所吸引或兴趣发展的空间。此外，兴趣如何从情境兴趣的触发时刻发展到持续的个人兴趣，这一问题与已建立的心理学模型几乎没有联系。利用现有的兴趣研究，这项工作开发和测试了新的方法，用于捕捉创客学习活动中年轻人参与度高的时刻，并通过新的可穿戴技术跟踪他们随着时间的推移而发生的变化。可穿戴技术的使用特别适合创客活动，在这些活动中，年轻人经常处于不断的运动中，必须完成即时任务，这使他们无法提供有意识的参与报告。这项工作的核心是使用可穿戴传感器手镯和静态图像相机来测量提高参与度的心理生理指标。这项工作是很好地定位在现有的知识为基础的以人为中心的计算，并适当地参考现有的研究。这项工作是一个创造性的智力步骤，在评估学生参与制作的过程中，用以人为中心的计算的人工制品进行实验。

The Maker movement is touted as being able to positively impact learning because Making will generate interest and engagement in STEM. Yet, there is a paucity of educational research that has actually examined if, when, how, and for whom Making is engaging or a space for interest development. Also, very little connection has been made to established psychological models of how interest develops from triggered moments of situational interest to sustained personal interests. Drawing on existing interest research, this work develops and tests new methods for capturing moments of high youth engagement during Maker learning activities and tracks their change over time with new wearable technologies. The use of wearable technologies is especially well suited for Maker activities where youth are often in constant motion and must complete immediate tasks that prevent them from being able to offer conscious reports of their engagement. At the heart of the work is the use of wearable sensor bracelets and still image cameras to measure psychophysiological indications of heightened engagement. The work is well positioned in the existing knowledge-based of human centered computing and appropriately references existing research. The work overs a creative intellectual step in experimenting with artifacts of human centered computing in the assessment of student engagement in making.