STEM learning and engagement in making activities: a randomised controlled trial

Background: Makerspaces and making activities, characterised by students designing and creating physical artefacts using new technology and traditional materials, are gaining popularity in schools. These activities have shown promise for enhancing engagement and learning. However, control group research on STEM (i.e., science, technology, engineering, and mathematics) learning and engagement in school-based making activities remains limited. Because engagement positively impacts student retention, facilitating engagement is central for STEM education, which faces recruitment challenges in many countries. Objectives: The study addresses gaps in quantitative makerspace research. It investigates two key questions: the comparative effectiveness of making versus non-making activities for enhancing student engagement and STEM learning, and whether individual differences in engagement can predict learning outcomes. Methods: A randomised controlled trial (RCT) was employed, involving 52 students aged 12-16 with a pre-and post-test design. Engagement was assessed using self-report scales and a quantitative video analysis measuring movement and sound levels. Results and Conclusions: Results indicate that making activities lead to significantly more science learning and higher engagement, though no impact was found on programming/mathematics learning. Furthermore, no significant effect of individual differences in engagement on learning was identified. The findings suggest that making activities are particularly beneficial for subjects with pre-existing student knowledge as students had a higher level of pre-existing knowledge in science than in programming/mathematics. The study supports integrating hands-on-making activities in STEM curricula to foster deeper understanding and sustained interest. Using real-time engagement data provides valuable insights for evaluating design principles and enhancing pedagogical practices in K-12 STEM education.