Hands-on making (e.g., “Maker”) has become prevalent in current educational settings. To understand the role that students’ epistemic curiosity plays in hands-on making contests, this study explored its correlation to students’ positive affect and continuance intention to participate in a hands-on making contest called “PowerTech”. PowerTech requires students to produce miniatures in the morning and use the miniatures to take part in relay racing and tug-of-war competitions in the afternoon. Data from 514 individuals were collected and subjected to confirmatory factor analysis and structural equation modeling by AMOS 20. The results revealed the two types of epistemic curiosity (EC), interest (I-type) and informational deprivation type (D-type), played a mediating role in bonding participants’ positive affect and their continuance intention to join a hands-on making contest. The implication of this study suggests students’ epistemic curiosity can be aroused in the process of participating in competitive hands-on making contests such as PowerTech. Copyright © 2016 by the authors; licensee iSER, Ankara, TURKEY.
|Journal||Eurasia Journal of Mathematics, Science and Technology Education|
|Early online date||Jun 2016|
|Publication status||Published - Sep 2016|
CitationHong, J.-C., Hwang, M.-Y., Szeto, E., Tai, K.-H., & Tsai, C.-R. (2016). Positive affect relevant to epistemic curiosity to reflect continuance intention to join a hands-on making contest. EURASIA Journal of Mathematics, Science and Technology Education, 12(9), 2267-2279.
- Positive affect
- Epistemic curiosity
- Continuance intention
- Science and technology contest
- Hands-on making