In recent years, makerspace research has been growing due to the maker movement. Makerspaces provide a learning environment in which students can obtainmaker education. In particular, the World Cafe focuses on sharing and exploring ideas, and participants are able to express their views. However, no previous research has been conducted using meaningful learning to investigate the World Café method in amakerspace learning environment. To understand the educational potential of this approach, the study is aimed toward an investigation of gender differences and the impact of the World Café method on students’ learning achievement and meaningful learning in the area of maker education. A one-group pretest-posttest nonequivalent-groups design method is used comprising 53 college students (males=27; females=26) who take the course and then complete a questionnaire before and after the World Café method is applied. The results showed improvements in the students’ learning achievement and meaningful learning was acquired using the World Café method. There was a significant difference in learning achievement based on gender, but the meaningful learning questionnaires showed that this gender difference didn’t reach significance. This study revealed that the World Café method may be appropriate for learning by doing subjects, and future research can continue to explore more STEM/maker education.

Authors:
Po-Sheng Chiu, National Chiayi University, Taiwan

About the Presenter(s)
Professor Po-Sheng Chiu is a University Associate Professor/Senior Lecturer at Department of E-learning Design and Management in Taiwan

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