Andreina Yulis San Juan
ABSTRACT
Frustration has been often observed during makerspace activities; however, only a few research studies have examined its importance during the maker process. In this literature review, we examine empirical studies where frustration has been observed in makerspaces, specifically looking at the potential of frustration to motivate learning opportunities in these spaces. We identify circumstances that lead learners to experience frustration and ways in which frustration can be used to achieve better learning outcomes in makerspaces. Based on the literature, we propose recommendations for educators and researchers on how frustration can be reoriented and used as positive reinforcement to help learners complete their activities in makerspaces.
- Abram Amsel. 1958. The role of frustrative nonreward in noncontinuous reward situations. Psychological bulletin 55, 2 (1958), 102.Google Scholar
- Daniel E. Berlyne. 1960. Conflict, Arousal and Curiosity.Google Scholar
- Bronwyn Bevan, Joshua P Gutwill, Mike Petrich, and Karen Wilkinson. 2015. Learning through STEM-rich tinkering: Findings from a jointly negotiated research project taken up in practice. Science Education 99, 1 (2015), 98–120.Google ScholarCross Ref
- Paulo Blikstein. 2008. Travels in Troy with Freire: Technology as an agent of emancipation. In Social Justice Education for Teachers. Brill Sense, 205–235.Google Scholar
- Paulo Blikstein. 2013. Digital fabrication and ‘making'in education: The democratization of invention. FabLabs: Of machines, makers and inventors 4, 1 (2013), 1–21.Google Scholar
- Paulo Blikstein, Zaza Kabayadondo, Andrew Martin, and Deborah Fields. 2017. An Assessment Instrument of Technological Literacies in Makerspaces and FabLabs: Assessment of Technological Literacies in Makerspaces and FabLabs. J. Eng. Educ. 106, 1 (January 2017), 149–175. DOI:https://doi.org/10.1002/jee.20156Google ScholarCross Ref
- Paulo Blikstein and Marcelo Worsley. 2016. Children Are Not Hackers. In Makeology (1st ed.), Kylie Peppler, Erica Rosenfeld Halverson and Yasmin B. Kafai (eds.). Routledge, New York: Routledge, 2016., 64–79. DOI:https://doi.org/10.4324/9781315726519-5Google ScholarCross Ref
- Virginia Braun and Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative research in psychology 3, 2 (2006), 77–101.Google Scholar
- Steuart Britt and Sidney Janus. 1940. Criteria of frustration. Psychological Review 47, 5 (1940), 451–470. DOI:https://doi.org/10.1037/h0061381Google ScholarCross Ref
- Angela Calabrese Barton, Edna Tan, and Day Greenberg. 2016. The makerspace movement: Sites of possibilities for equitable opportunities to engage underrepresented youth in STEM. Teachers College Record 119, 6 (2016), 11–44.Google Scholar
- Pao-Nan Chou. 2018. Skill Development and Knowledge Acquisition Cultivated by Maker Education: Evidence from Arduino-based Educational Robotics. EURASIA J MATH SCI T 14, 10 (July 2018). DOI:https://doi.org/10.29333/ejmste/93483Google ScholarCross Ref
- Sharon Lynn Chu, Francis Quek, Sourabh Bhangaonkar, Amy Boettcher Ging, and Kumar Sridharamurthy. 2015. Making the Maker: A Means-to-an-Ends approach to nurturing the Maker mindset in elementary-aged children. International Journal of Child-Computer Interaction 5, (2015), 11–19.Google ScholarDigital Library
- Mihaly Csikszentmihalyi and Kim Hermanson. 1995. What makes visitors want to learn? Intrinsic motivation in museums. Museum News 74, 3 (1995), 34–37.Google Scholar
- Deborah A. Fields, Debora Lui, and Yasmin B. Kafai. 2019. Teaching Computational Thinking with Electronic Textiles: Modeling Iterative Practices and Supporting Personal Projects in Exploring Computer Science. In Computational Thinking Education, Siu-Cheung Kong and Harold Abelson (eds.). Springer Singapore, Singapore, 279–294. DOI:https://doi.org/10.1007/978-981-13-6528-7_16Google Scholar
- Kiel M Gilleade and Alan Dix. 2004. Using frustration in the design of adaptive videogames. In Proceedings of the 2004 ACM SIGCHI International Conference on Advances in computer entertainment technology - ACE ’04, ACM Press, Singapore, 228–232. DOI:https://doi.org/10.1145/1067343.1067372Google ScholarDigital Library
- Arthur C. Graesser and Sidney D'Mello. 2012. Emotions During the Learning of Difficult Material. In Psychology of Learning and Motivation. Elsevier, 183–225. DOI:https://doi.org/10.1016/B978-0-12-394293-7.00005-4Google Scholar
- Idit Ed Harel and Seymour Ed Papert. 1991. Constructionism. Ablex Publishing.Google Scholar
- Jason R. Harron and Joan E. Hughes. 2018. Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K–12 Educational Makerspaces. Journal of Research on Technology in Education 50, 3 (July 2018), 253–270. DOI:https://doi.org/10.1080/15391523.2018.1461038Google ScholarCross Ref
- Anu Kajamaa and Kristiina Kumpulainen. 2019. Agency in the making: Analyzing students’ transformative agency in a school-based makerspace. Mind, Culture, and Activity 26, 3 (July 2019), 266–281. DOI:https://doi.org/10.1080/10749039.2019.1647547Google ScholarCross Ref
- Kristiina Kumpulainen and Anu Kajamaa. 2020. Sociomaterial movements of students’ engagement in a school's makerspace. Br J Educ Technol 51, 4 (July 2020), 1292–1307. DOI:https://doi.org/10.1111/bjet.12932Google ScholarCross Ref
- Adam V. Maltese, Amber Simpson, and Alice Anderson. 2018. Failing to learn: The impact of failures during making activities. Thinking Skills and Creativity 30, (December 2018), 116–124. DOI:https://doi.org/10.1016/j.tsc.2018.01.003Google ScholarCross Ref
- Seymour Papert. 2002. Hard fun. Bangor Daily News 2, (2002). Retrieved from http://www.papert.org/articles/HardFun.htmlGoogle Scholar
- Kimberly Sheridan, Erica Rosenfeld Halverson, Breanne Litts, Lisa Brahms, Lynette Jacobs-Priebe, and Trevor Owens. 2014. Learning in the Making: A Comparative Case Study of Three Makerspaces. Harvard Educational Review 84, 4 (December 2014), 505–531. DOI:https://doi.org/10.17763/haer.84.4.brr34733723j648uGoogle ScholarCross Ref
- Richard J. Stiggins. 2002. Assessment Crisis: The Absence of Assessment for Learning. Phi Delta Kappan 83, 10 (June 2002), 758–765. DOI:https://doi.org/10.1177/003172170208301010Google ScholarCross Ref
- Vanessa W. Vongkulluksn, Ananya M. Matewos, Gale M. Sinatra, and Julie A. Marsh. 2018. Motivational factors in makerspaces: a mixed methods study of elementary school students’ situational interest, self-efficacy, and achievement emotions. IJ STEM Ed 5, 1 (December 2018), 43. DOI:https://doi.org/10.1186/s40594-018-0129-0Google ScholarCross Ref
- Paul T. Wong. 1979. Frustration, exploration, and learning. Canadian Psychological Review/Psychologie canadienne 20, 3 (1979), 133–144. DOI:https://doi.org/10.1037/h0081509Google Scholar
- Frustration as an Opportunity for Learning: Review of Literature
Recommendations
Turning frustration into learning opportunities during maker activities: A review of literature
AbstractFrustration has been experienced by most learners during maker activities. However, only a few research studies focus on its role in the makerspace learning process. In this literature review, we examine empirical studies in ...
The effectiveness of social agents in reducing user frustration
CHI EA '06: CHI '06 Extended Abstracts on Human Factors in Computing SystemsA study was conducted to evaluate the effectiveness of social agents in reducing user frustration. The particular type of agent studied reacted to users' facial expressions while they browsed through a shopping website. While highly frustrated users ...
Automatically Recognizing Facial Indicators of Frustration: A Learning-centric Analysis
ACII '13: Proceedings of the 2013 Humaine Association Conference on Affective Computing and Intelligent InteractionAffective and cognitive processes form a rich substrate on which learning plays out. Affective states often influence progress on learning tasks, resulting in positive or negative cycles of affect that impact learning outcomes. Developing a detailed ...
Comments