Evaluating Learning in College Makerspaces: A Literature Review

• In Event: Measuring Making: Methods, Tools, and Strategies for Capturing Learning, Participation, and Engagement in Maker Activities

Abstract

Introduction
As the Maker movement has grown in general popularity during the last two decades, so it has garnered increased recognition within institutions of higher education. Accordingly, the field of research on undergraduate Making has expanded. This literature review covers research on college-based Makerspaces. While certain areas within this field have been extensively documented, others require more thorough investigation. In particular, data-driven assessments of learning in college Makerspaces are rare, particularly for majors other than engineering, and present opportunities for valuable future research.

Methods
In compiling this literature review, approximately 53 papers were reviewed. These papers were peer-reviewed, wherever possible, and published at well-known conferences and journals in their respective fields.

Results
Of over 50 papers reviewed, 11 were empirical studies of undergraduates’ Maker-based learning experiences. These studies fell into three categories: evaluating specific Making activities (Malicky, Kohl, & Huang, 2010; Prins & Pappas, 2010), evaluating the impact of Making on student attitudes and competencies (Galaleldin, Bouchard, Anis, & Lague, 2016; Kusano & Johri, 2014; Lagoudas et al., 2016; Morocz et al., 2016; Wilczynski, O'Hern, & Dufresne, 2014), and understanding student user experiences (Harnett, Tretter, & Philipp, 2014; Kayler, Owens, & Meadows, 2013; O'Connell, 2015; Penny et al., 2016). With one exception (Kusano & Johri, 2014), studies in the former two categories exclusively employed quantitative, self-reported survey methods; studies in the latter category employed a diversity of qualitative methodologies, including ethnography and case study.

Discussion
Given that Makerspaces, at least by name, are relatively recent additions to most college campuses, it is understandable that the literature is sparse in terms of empirical, data-focused studies of learning in college-based Makerspaces. The results of this brief review corroborate others’ recommendations that research in academic Makerspaces should expand to include data-driven efforts and should seek to understand, theorize, and improve student experiences within those spaces (Hartmann, 2016).

While the scarcity of empirical studies on learning in college-based Makerspaces is itself a cause for concern, the topics addressed by this literature also point to new areas for research. Almost all reviewed empirical studies focus on engineering skills. Given that Making can support learning across a range of disciplines (see Pattison, Rubin, & Wright, 2016; Quinn & Bell, 2013; Wagh, Gravel, Tucker-Raymond, & Klimczack, 2016), more holistic learning metrics might consider interdisciplinary contributions to Making work and how such experiences affects students’ attitudes about interdisciplinary learning. Such metrics could better characterize the role of Making for all undergraduates, not just engineering students. Additionally, all but one reviewed study focused on student learning experiences in formal courses. Metrics suitable to informal student clubs and workshops could better capture the range of Making activities that take place on college campuses and the communities that emerge from them. Finally, methods used in the reviewed papers were either self-report surveys, often evaluating outcomes rather than process, or in depth qualitative techniques, which themselves require extensive research training. Metrics that could be deployed at class scale and offer insight into students’ learning processes would be invaluable tools for educators.

Authors

• Leah Rosenbaum, University of California - Berkeley

• Bjoern Hartmann, University of California - Berkeley