Research has shown that the majority of entry-level Additive Manufacturing (AM) occurs within makerspaces. However, the same research discusses that, while the spectacle of the printing process often lures users to the various systems, users may maintain only a superficial or passing interest in the technology if not encouraged to experiment with the complex relationships between the AM process and the designs that can be manufactured with it. While mobile makerspaces have been shown to excite local communities regarding AM technology, there are no studies to assess whether or not such mobile makerspaces sustain user’s initial spectacle-driven fascination into learning and engagement with STEAM disciplines. It is this gap which the research from our M.A.K.E. 3D project funded by the National Science Foundation (NSF) seeks to fill. Data collected from M.A.K.E. 3D (Mobile Atelier for Kinesthetic Education, 3D) reports on the effects of broadening participation in the experiential component of making by adapting makerspaces to be more deployable as place-based opportunities. Our research is guided by the following question:
How can deployable makerspaces with a focus on AM catalyze heightened awareness, hands-on learning, and broader participation in making as an experiential approach to STEAM disciplines?
We hypothesize that interaction with a deployable makerspace will improve participants’ knowledge of AM and the material and design considerations associated with it, create a prolonged desire within participants to further engage with making opportunities, and promote a generative connection between STEAM-related fields and makerspace environments. The research, which takes place across four Penn State University commonwealth campuses, investigates making as a form of hands-on learning, offering unique informal learning pathways for increasing retention and broadening participation in science, technology, engineering, art and math (STEAM) subjects. Research locations were chosen based on diversity of student demographics and participants come from a variety of disciplines.
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In order to understand engagement and learning within the various activities offered by M.A.K.E. 3D, data is collected via multiple platforms. Pre- and post- surveys are given to participants to reflect on their knowledge and interest in AM technology prior to and after engaging in the mobile makerspace. Additionally, qualitative data is gathered throughout deployment in order to continue evaluating curricular structure and methods and understand what engagement looks like within such an informal learning space. Finally, visual documentation of the deployed makerspace and participant engagement therein is captured. Our project evaluation may provide important insight into the implementation of mobile makerspace design and learning through making.
As a federally funded research project, we will be submitting publications to the NSF’s public repository. You may also check back here for our most recent publications.