Maker Education Research Articles

Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education

School-based design and maker education foster the acquisition of 21st-century competencies.Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences.The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the teacher’s and researcher-teacher’s (Noora, the first author) in-situ and post-reflections on pedagogical practices and the teacher’s role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.

Research on the Teaching Design of Maker Thinking for College Students Based on Design Thinking

Maker education is an important way to cultivate college students' innovative spirit and practical ability, and design thinking provides new concepts and methods for maker education. This article analyzes the advantages of teaching design for college students' maker thinking under the background of design thinking, dissects the problems existing in current teaching design, and proposes improvement measures from the aspects of constructing teaching content system, innovating teaching mode, optimizing practical teaching, and establishing multiple evaluation mechanisms, in order to provide reference for improving the quality of college students' maker thinking cultivation.

Research on K-12 maker education in the early 2020s – a systematic literature review

AbstractThis systematic literature review focuses on the research published on K-12 maker education in the early 2020s, providing a current picture of the field. Maker education is a hands-on approach to learning that encourages students to engage in collaborative and innovative activities, using a combination of traditional design and fabrication tools and digital technologies to explore real-life phenomena and create tangible artifacts. The review examines the included studies from three perspectives: characteristics, research interests and findings, previous research gaps filled, and further research gaps identified. The review concludes by discussing the overall picture of the research on maker education in the early 2020s and suggesting directions for further studies. Overall, this review provides a valuable resource for researchers, educators, and policymakers to understand the current state of K-12 maker education research.

An Instructional Design for Maker Education Courses in Teacher Preparation Programs

Maker-based education holds promise as a method to support students’ development of essential skills and content knowledge across the curriculum. Over a five-year period, the authors developed and iterated on an experiential instructional design specifically designed to afford educators with diverse academic backgrounds and divergent career goals not only the opportunity to learn about maker-based teaching and learning but also to experience a maker-based learning environment. This design case begins by outlining the challenges the designers faced. Then, it describes in detail the instructional design and concludes with reflections on the process, which have informed us as a team of designers.

Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study

Utilizing a case study approach, this research investigates the transformation of elementary students' Maker mindsets within the context of Maker education through a lesson study cycle. The study focuses on the Maker mindsets transformation of three students with varying abilities, deliberately chosen as information-rich participants. A project-specific questionnaire, the Maker Mindsets Scale, was employed to facilitate self-assessment of Maker mindsets before and after intervention. Additionally, teachers' post-lesson discussion meetings were observed, and semi-structured interviews with participating teachers were conducted to gauge their perceptions of students' Maker mindsets transformation. The analysis encompassed students' semi-structured reflection logs and interviews to uncover the underlying factors driving Maker mindsets transformation. The results revealed distinct variations in how students of different abilities perceived their Maker mindsets transformation. Nonetheless, participant teachers consistently observed transformations in STEM (Science, Technology, Engineering, Mathematics) thinking skills, self-efficacy, motivation, and collaborative learning across all students. The study further identifies a collaborative convergence of multiple factors contributing to Maker mindsets transformation, spanning teacher, student, and pedagogical perspectives. These findings carry significant implications for educators, advocating for the implementation of customized strategies, authentic contextualization, structured methodologies, and collaborative frameworks to holistically nurture Maker mindsets evolution. Moreover, our study underscores the practicality of the LS approach in fostering collaborative development of innovative pedagogical strategies aimed at fostering Maker mindsets formation.

메이커 교육을 적용한 과학 영재 교육프로그램 개발 및 적용

Objectives The purpose of this study was to explore the possibility of applying maker education as a regular curriculum activity. Methods For this purpose, 26 students in the third grade of G Science Gifted School in Gyeonggi-do, Korea, were applied to regular curriculum classes, and conversation recordings and activity reports were collected. The students' conversations were transcribed and analyzed to identify the step-by-step characteristics of maker activities, and the characteristics of maker competencies expressed by the students were analyzed based on the maker competency model. Results Through this, it was confirmed that the expression of competencies such as intuitive thinking was remarkable in the science gifted high school students who were studied, and the expression of enjoyment competencies for maker activities was insufficient. In addition, through activity interviews, it was confirmed that there was a positive effect in terms of improving students' tool dependence and collaboration, sharing, and communication, but it was confirmed that there was a need for supplementation, such as excessive time required for maker activities and poor device accuracy. Conclusions This study analyzed the characteristics of maker competencies expressed by high school science gifted students in maker education activities, and suggested educational implications for applying maker education to regular curriculum.

Maker music education: Towards a post-digital, participatory and empowering music education

This theoretical paper aims to delineate a music-specific interpretation of a concept known as maker education by addressing substantial challenges within educational technologies, particularly in music education. Challenges include the potential constraints on musical agency, limitations to specific music genres and sounds and the environmental impact of increased music technology use in classrooms. In response, the maker education concept is introduced, adapted and refined as a pathway towards a post-digital, participatory and empowering music education. Employing a Design-Based Research approach, design principles for ‘maker music education’ are delineated, and the subsequent steps in the research process are outlined.

Proto.IoT: supporting IoT prototype ideation for non-experts in the classroom

ABSTRACT This paper introduces Proto.IoT, an IoT prototyping toolkit designed to complement teaching in Higher Education (HE) by enabling non-expert users to learn IoT concepts through making within time-constrained lecture settings. The significance of Proto.IoT lies in its abstraction of hardware and software implementations, facilitating accessibility for non-experts through a visual rule-based programming environment and plug-and-play approaches. A pilot study, involving 25 IoT developers from the UK and Malaysia, evaluated the IoT back-end system architecture, revealing that Proto.IoT was perceived as user-friendly and effective in reducing development time. The main evaluation focused on the toolkit's front-end rule-based graphical user interface (GUI), engaging 41 undergraduate students. Results indicated that the toolkit supported prototype ideation and was intuitive to use. These findings illustrate the potential of IoT prototyping toolkits to complement traditional lectures, fostering rapid prototyping and ideation, thus facilitating maker education within formal classroom settings.

Making a mark

Maker{Futures} programme officer, Elizabeth Jansen, from the University of Sheffield, discusses how maker education can support children's early mark making, and shares more about Maker{Futures}, a new education outreach programme.

Unveiling maker mindsets: a journey of formation and transformation through design thinking-making pedagogy within a lesson study context

Maker Education (ME) focuses on fostering students’ Maker Mindsets (MM). However, prevailing ME practices often lack a structured approach, that impedes the effective development of students’ MM. To address this challenge, a Design Thinking-making pedagogy (DTMP) is used to design ME lessons through a three-month Lesson Study (LS) cycle. Employing a qualitative multiple case study methodology, we studied the development and transformation of MM in three elementary school students. Diverse data were collected, including student artifacts, video recordings of teacher discussions, and audio recordings of the interviews. The findings revealed common cognitive, self-efficacy, and collaboration improvements among the three students. Unique changes in individual cognitive skills, motivational patterns, and obstacles to collaboration were also observed. Furthermore, key factors influencing MM development were identified across individual, social, and pedagogical dimensions. Individual factors included prior knowledge, maker skills, and motivation, whereas social factors included teachers’ attitudes, recognition, feedback, and peer collaboration. Pedagogical practices, such as project difficulty, structure, and authenticity, play a crucial role in MM development. This study not only contributes valuable insights into MM development, but also underscores the pivotal role of tailored, personal real-life experiences in ME pedagogy. Furthermore, our study suggests that teachers can enhance ME pedagogy by intentionally designing it to facilitate MM in students, using the LS approach.

From makerspaces to language spaces: An investigation into Maker Education in EFL

Language learning and teaching is under increasing pressure from stakeholders to adapt and evolve in response to changing policies, rapid technological advances, and evolving needs. There is pressure to add more value to language teaching and learning by integrating content and skills instruction. In many contexts, such as schools, community centers, and libraries, a new educational approach, Maker Education, which focuses on learning through constructing hands-on projects, is an effective way of building learner’s skills and content knowledge (Bevan, 2017; Martin, 2015). Researchers have noted Maker Education’s potential for language learning, as it situates language in an immediately relevant context (see Dubreil & Lord, 2021). However, little research has been done on whether the Maker Education approach can maintain its efficacy in English language learning contexts. Accordingly, this paper will explore a Maker Education approach based on core principles derived from established Maker Education frameworks in a Content Language Integrated Learning context. Participants (n = 129) participated in Maker Education activities and immediately reflected on their experiences. The reflections were analyzed for evidence and alignment to the core constructs, showing strong support for Maker Education’s capability to help learners develop skills and competencies even in a language learning environment.

Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China

The inclusion of Maker education is crucial in fostering innovative individuals. However, evaluating Maker activities in primary schools continues to be a difficult task. This study aimed to determine the fundamental components of Maker literacy among primary school students. The researchers constructed a thorough evaluation index system by doing a literature review, using coding techniques, determining the weights from YAAHP, and performing statistical analysis with SPSS. The Delphi technique enhanced the conceptual framework through consultation with sixteen experts. The emerging framework consists of three dimensions: Design Thinking, Technology Application and Materialized Practice, and Maker Spirit and Responsibility, each encompassing 12 subordinate aspects. These aspects subtly comprehend Maker literacy and act as indicators for comprehensive assessment systems in Chinese elementary schools. The study enhances our comprehension of children’s development in the field of Maker literacy by outlining its structure. This study provides vital insights into the assessment of Maker activities, which is a significant obstacle to the progress of Maker education. The findings of this study have practical consequences for those in the field of education, policymakers, and those involved in developing curricula. The aim is to promote the development of a generation of individuals capable of thinking innovatively and creating new ideas.

인권 감수성 함양을 위한 메타버스 기반 메이커교육 프로그램 개발 및 적용

This research attempted to investigate the effect of cultivating human rights sensitivity when a metaverse-based maker education program was developed to cultivate human rights sensitivity and applied to elementary school students, and the research questions were set as follows. First, convergent education elements related to human rights sensitivity are extracted from moral and social studies. Second, a metaverse-based maker education program teaching and learning model is devised to cultivate human rights sensitivity based on the design thinking model. Third, a metaverse-based maker education program is developed and applied to foster human rights sensitivity. Fourth, the effect of the metaverse-based maker education program on cultivating human rights sensitivity is analyzed. As a result of the study, it was confirmed that there was a significant improvement in the human rights sensitivity of learners after application compared to before and after application of this education program. The results of this study are expected to be widely used as basic data for metaverse-based maker education to cultivate human rights sensitivity of elementary school students in the future.

Co-making the future: crafting tomorrow with insights and perspectives from the China-U.S. young maker competition

This research paper investigates the intersection of the maker movement and educational innovation, using the China-U.S. Young Maker Competition as a foundational example. It examines how maker education, fueled by hands-on learning and a curiosity-driven approach, can evolve and influence. The study explores the roles and impacts of Human-Computer Interaction (HCI), Design-Driven Innovation (DDI), and Cross-Cultural Perspectives (CCP) within maker education. It highlights HCI’s connection of technology with learning, DDI’s focus on user-centered solutions, and the significance of CCP in enhancing cultural collaboration, vital for fostering an innovative and creative future. This paper offers a detailed perspective on the current state and future potential of maker education. It proposes a roadmap for the coming decade, emphasizing collaborative learning and creative endeavors, all set within the engaging environment of the competition.

Integration of the Maker Education into Teacher Training – The Digital Laboratory at Osnabrück University

Der folgende Beitrag stellt das Konzept eines universitätsweiten Digitallabors der Universität Osnabrück vor, das in seinem Aufbau an Makerspaces und Fablabs angelehnt ist, insbesondere Lehramtsstudierende bei der Entwicklung von Digitalkompetenz fördert und Impulse für die Verwirklichung innovativer Lehr- und Lernsettings liefert. Es handelt sich um einen offenen Lernort mit mehreren Räumen für selbstorganisiertes Lernen, z. B. einem Maschinenpark sowie Podcast- und Videostudios. Da in Bezug auf Kompetenzentwicklungsmodelle, die die Anbahnung von Digitalkompetenz bei angehenden Lehrer:innen modellieren, eine Forschungslücke besteht, werden derzeit auf Basis von DigComp und DigCompEdu curriculare und extracurriculare Angebote im Digitallabor konzipiert, die der Zielgruppe den intrinsisch motivierten Zugang und das Entwickeln eines sich durch Digitalkompetenz auszeichnenden Profils ermöglichen sollen. Parallel zum Lernen vor Ort vermitteln praxisvorbereitende extracurriculare Online-Selbstlernmodule grundlegendes Technikwissen, wie am Beispiel des 3D-Drucks gezeigt wird. Der curriculare Ansatz basiert auf einem didaktischen Methodenmix inkl. eines E-Portfolios. Die Lernbegleiter:innen schaffen in Anlehnung an das Cognitive Apprenticeship-Modell einen geeigneten Rahmen, um authentische Probleme mit Lebensweltbezug im Sinne situierten Lernens abzubilden und intrinsische Motivation zu erzeugen. Ziel des Digitallabors ist es, so die Anbahnung von Digitalkompetenz in die Erfahrungswelt der Lernenden zu implementieren und Transferprozesse für spätere Herausforderungen anzustossen.

Teachers’ Perceptions of the Maker Mindset and its Facilitation

The maker mindset has been identified as one of the focal elements in maker education, and in formal education, teachers have a key role in nurturing it in their students. The maker mindset has been examined mainly theoretically and in relation to students. The present, empirical study explores teachers’ maker mindsets and investigates how teachers perceive this concept and describe its facilitation when implementing maker activities. The concept is approached with four constructs identified in previous maker mindset literature: resilience/growth mindset, creativity, collaboration orientation, and willingness to tinker. Data were collected using an adapted maker mindset instrument administered to 58 pre- and in-service teachers and via semi-structured pair interviews with experienced teachers (N=10). Both data sets were analyzed with qualitative content analysis combining theory-driven and data-driven approaches. The results revealed that the teachers emphasized all four constructs of the maker mindset. They perceived the maker mindset as a complex and multidimensional concept and highlighted the constructs willingness to tinker and resilience/growth mindset. In terms of facilitation, the teachers underlined the constructs collaboration orientation and creativity. In addition to student collaboration, the teachers emphasized collaboration among teachers as a means for the successful implementation of maker-centered activities. The findings highlight the critical role of teachers’ own awareness of maker mindset constructs when promoting students’ maker mindsets.Keywords: Maker mindset, maker education, K-12 formal education, in-service teachers, pre-service teachers

The Confluence of Digital Literacy and Eco-Consciousness: Harmonizing Digital Skills with Sustainable Practices in Education

This study investigates the implementation and impact of maker culture—viewed as a tool for developing green digital skills—in higher education institutions in Hong Kong. Maker culture, a collaborative educational approach, embraces students’ capacity for self-paced, autonomous learning and applies this knowledge to creative problem-solving and innovation, key aspects of sustainability education. An empirical study was conducted, focusing on the experiences of teachers in the higher education sector in Hong Kong. Eight individuals were interviewed to gain insights into their perceptions and experiences with maker education within sustainability contexts. The sample was limited to ensure cross-sectional comparability and direct weighting of teachers’ experiences within a singular, complementary educational setting. The findings provide valuable insights into the benefits and challenges of integrating maker education into traditional educational systems to foster green digital skills. It became evident that adequate resources, effective teachers, and improved administrative systems play significant roles in the successful implementation of this approach. Maker education, as a tool for developing green digital skills, offers a promising alternative to traditional performance-based studies. It has the potential to lead to a future of education that is creative, innovative, and student-directed, fostering sustainability competencies. Therefore, despite the challenges, with the right support and resources, the integration of maker culture into educational systems could significantly transform teaching and learning processes, advancing sustainable education.

Trends, tensions, and futures of maker education research: a 2025 vision for STEM+ disciplinary and transdisciplinary spaces for learning through making

This special issue aims to sketch the present state of maker learning research, reveal possible tensions, and present future possibilities to articulate principles for learning through design in the era of maker education. The special issue was announced in 2022 in ETR&D, a leading academic journal in educational technology. Of the 50 submissions to the special issue, eighteen (18) were accepted for publication. The editors favored a robust inclusion of papers to help define the contours of the field at present. Four clusters of topics are identified in this collection of papers: (i) STEM+ disciplinary and transdisciplinary learning spaces; (ii) Digital technologies in making, opportunities and challenges; (iii) Assessment practices and frameworks; (iv) Representation, inclusion, and tensions around maker-centered initiatives and reforms. The editors of the special issue believe that these clusters reflect the current state-of-the-art in the field as well as significant questions to guide near future research. Reflecting on these papers but also the overall editorial process, the editors identified several opportunities and provide suggestions on how the field might expand moving forward.

The Impact of Using Collaborative Online International Learning during the Design of Maker Educational Practices by Pre-Service Teachers

The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University of The Basque Country (UPV/EHU). The motivation level was measured using a post survey that included the Reduced Instructional Materials Motivation Survey (RIMMS) and the perception in relation to the acceptance of the technology using items from the Technology Acceptance Model (TAM). Quantitative data were collected at the end of the training to analyse the differences among the two groups, the EHU control group and the EHU-COIL experimental group. Results show that the EHU-COIL experimental group showed higher levels of motivation and technology acceptance in all of the subscales compared to the EHU control group after completion of the experience of being trained on maker education and designing collaboratively sustainable maker educational teaching and learning plans. The differences were particularly significant in the perceived usefulness subscale. In light of these findings, it seems that participation in COIL in teacher training adds value to maker-based educational practices.

Investigation and analysis of maker education curriculum from the perspective of artificial intelligence

As an education model that focuses on the cultivation of students’ creativity and practical ability, the integration of maker education and the development of artificial intelligence is of great significance. In order to analyze and study the application effect of artificial intelligence in maker education, based on this, this study adopts the method of questionnaire and case analysis to investigate and analyze students from three dimensions: learning experience, learning attitude and learning emotion, learning effect and transfer. The survey results show that, on the whole, the integration of artificial intelligence technology into maker education can significantly improve students’ learning feelings and attitudes, and enhance the enthusiasm of learning emotions. The research also finds that it has a positive impact on students’ learning effect and transfer ability. Learning experience, learning attitude and learning emotion, learning effect and learning transfer are related to gender, teaching time, teaching subjects or majors. Therefore, the article will suggest creating a maker cultural atmosphere, creating a maker resource space, and improving the maker education system. This provides a valuable reference for further promoting the development of maker education courses in the field of artificial intelligence.