Identifying the potential roles of virtual reality and STEM in Maker education

Abstract

In the light of the challenges due to COVID-19, this study proposes an innovative teaching model to integrate STEM education (science, technology, engineering, and mathematics) and virtual reality (VR) into Maker education. Experimental research was conducted with three groups (two experimental groups and a control group) to explore (a) the impact of the introduction of STEM in Maker knowledge learning effectiveness, Maker self-efficacy, and Maker works; (b) the effect of introducing VR on the recognition of Makerspace; and (c) the effect of Maker courses on the development of Maker skills. The results show that the proposed Maker course improves students’ Maker self-efficacy, and that STEM-based instruction has a significant impact on learning effectiveness. However, according to the profile evaluations, the STEM-oriented group’s Maker works were more complicated and systematic than that of experiment group 1. Moreover, the VR groups (groups 1 and 2) were more familiar with Makerspace than was the PPT group (the control group). Therefore, the findings indicate that when Makerspace is introduced, VR content is a more effective teaching method than PowerPoint slides. Second, the Maker curriculum improves students’ Maker self-efficacy. Specifically, STEM-oriented instruction improves students’ Maker knowledge, complexity, and completion of Maker works.

Keywords:

• Making
• Maker education
• virtual reality
• STEM
• Maker self-efficacy

Notes

1 The complete VR material can found at https://poly.google.com/view/0GM7RRzeSqa.

Additional information

Funding

The authors wish to thank the Ministry of Science and Technology of the Republic of China for financially supporting this research under Contract No. MOST 108-2628-H-025-001-MY3 and MOST 109-2511-H-025-005-MY3.