How Blended Makerspaces Activities Elevate Learning Outcomes and Engineering Skills: A Mixed-Methods Case Study

Abstract

Makerspaces can potentially support learning and teaching across different learning environments using new ways to enhance 21st-century and engineering skills. Although there has been extensive work on makerspaces within museums and libraries, more work must be done concerning their effects on learning and teaching and how the spaces might enhance students’ engineering skills. This paper explores the notion of blended makerspaces—a new model, developed by the author, of blending hands-on, engineering, and technological skills— and their effects on learning. Based on a mixed-methods case study, this paper describes how the blended method used within the state-of-the-art makerspace stations creates critical thinking, inventiveness, and cooperation. This paper also examines how the spaces enhance life skills, such as flexibility and employability, preparing students for their prospective careers. The suggested blended makerspace method—learning in person, online, or both—emerges as a novel pedagogical structure. Furthermore, the study results indicate that through the infusion of blended activities in makerspace projects, students can enhance 21st-century engineering skills. This paper adds to the discussion on maker pedagogy. It suggests pathways for integrating makerspaces into educational contexts to enable students to develop engineering and other skills to be future-ready.