The Interactivity of Learning Through Making

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-18 - Learning in Museum Settings

Abstract

The maker movement in education has gained popularity throughout the United States. Involvement in this educational innovation can spark interest in science, technology, engineering, and math (STEM) and empower children to develop skills, such as problem-solving. Successful interactions between facilitators and learners likely determine the degree to which learning occurs in making. In this paper, we use the term interactivity to describe micro-interactions between facilitators and learners. The sample consists of 200 video clips capturing facilitators interacting with children and families in a museum-based makerspace. We investigate differences in interactivity based on the activity, facilitator, interaction type, and involvement of adult visitors. Ultimately, this study provides important research on the different makerspace characteristics that can affect facilitation and learning.

Authors

• Annie McNamara, University of Pittsburgh

• Thomas Akiva, University of Pittsburgh

• Peter Wardrip, Children’s Museum of Pittsburgh

• Lisa Brahms, Children's Museum of Pittsburgh