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Digital fabrication laboratories (FabLabs) influence how we think, ideate, do, make, and create. To enable the full capacity of materialization of the most creative ideas in the FabLab, a fundamental understanding of the processes in the FabLab is required. To accomplish this, we propose a framework for dynamically and ubiquitously capturing human-...
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... these types of spaces relate to creativity in digital fabrication. Figure 1 illustrates the distinct FabLab where we will gather data to test the framework proposed here. There are several design spaces (focused on work, collaboration and making) and spaces where tools and machines are used (3D printers, laser cutter, vinyl cutter, points for constructing electronic devices, soldering stations, computers, etc.). ...
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Citations
... Makerspaces are seen as providing a constructionist environment (Harel and Papert, 1991) for hands-on projects (Bowler, 2014) and experiential learning (Martinez and Stager, 2013), involving experimentation, tinkering (Bevan et al., 2015;Gravel et al., 2018), and playful design activities (Honey and Kanter, 2013). These characteristics foster creativity (Georgiev et al., 2017;Austin, 2017), innovation (Peppler and Bender, 2013), and the maker mindset (Dougherty, 2013) among learners. Bannan (2016) and Iwata et al. (2020) further point out that by providing a forum for working on real-world problems, makerspaces can promote critical thinking, problem-solving, and task-planning skills. ...
... Similarly, Bevan et al.'s study in tinkering in makerspaces provides the Tinkering Learning Dimensions framework to educators for designing activities along four dimensions of engagement, intentionality, innovation, and solidarity (Bevan et al., 2015). To improve creative outcomes for learners, Georgiev et al. (2017) presents a framework to design three types of interactions within makerspaces, namely the human-human, the human-tool/machine, and the human-design object interaction. To design and characterize the social aspects of learning in makerspaces that attract students from art and design, engineering, and liberal arts majors, Hira and Hynes (2018) studied 53 makerspaces in informal and formal settings and proposed the "people, means, and activities" framework for the educators. ...
Makerspaces persist as formal and informal spaces of learning for youth, promoting continued interest in studying how design can support the variety of learning opportunities within these spaces. However, much of the current research examining learning in makerspaces neglects the perspectives of educators. This not only hinders our understanding of educators’ goals and how educators navigate makerspaces but also constrains how we frame the design space of the learning experiences and environments. To address this, we engaged in a set of semi-structured interviews to examine the contexts, goals, values, and practices of seven educators across five makerspaces. A thematic analysis of the data identified six key categories of competencies that these educators prioritize including a range of skills, practices, and knowledge, such as technical proficiency, communication, and contextual reflection. The analysis also identified five categories of strategies to accomplish certain goals, such as scaffolding, collaboration, and relationship building. Last, it also shed light on three categories of challenges faced at the student-level, teacher-level, and institutional level. We conclude with a discussion on our insights into how we can broaden the problem space in the design of educational technologies to support learning in makerspaces.
... FabLabs are open environments where students may meet persons from diverse backgrounds working in the same field and be exposed to fresh ideas and fields of expertise, hence raising the likelihood of unforeseen synergies and creativity [16,17]. Furthermore, these environments open avenues for synergy between research and education [18]. Especially in digital fabrication classrooms, a systematic examination of sustainability is rarely the primary focus. ...
... The use of technology in makerspaces is essential to support design creativity (e.g., prototyping) [19]. In fact, shared creative environments are instrumental for not only for design studios [71,94], but also for any prototyping-focused environments such as FabLabs and makerspaces [65]. These are seen as a variety of collaborative spaces for experimentation, tinkering, and innovation [32] that complement other educational environments [74]. ...
... Creativity is greatly connected with the production place [69]. Georgiev et al. [65] divided FabLabs and makerspaces into three places in which creativity can be captured: (i) the creative place (the physical space where activities are performed), (ii) the interaction between users (teams) as well as users and tools/machines (creativity can be observed capturing such interaction), and (iii) the creativity related to the work the users produce in the FabLab or makerspace. In contrast, Bevan et al. [16], who focused on the activities and interactions performed in makerspaces, argued that these helped students develop creative and improvisational problem-solving skills through making and tinkering. ...
Fabrication laboratories (FabLabs) and makerspaces are used to transform ideas into tangible products. Used in a design–learning context, they can enhance cognitive and creative skills. Creativity is the pivotal ability to produce innovative outcomes in makerspaces, and several studies have attempted to understand the role of makerspaces and creativity in specific fields. However, a comprehensive study offering a holistic view of the contributions of the makerspaces as built environments that foster creativity is lacking. Therefore, we conducted a systematic literature review on FabLabs, makerspaces, and creativity to address this research gap. While the review was performed using five major databases, only peer reviewed journal articles were considered. The findings revealed that makerspaces help to develop person, product, physical, and social environments, as well as process aspects of creativity. Moreover, makerspaces induce problem solving, collaborative, and communication skills; they also offer appealing environments and technologies for developing creative solutions to real-life problems. We identified and analysed five major themes dealing with technical skills, technological and environmental elements, STEM learning, and skill development, and elaborated upon their importance for enhancing creativity in FabLab and makerspace environments.
... The results was effecti product design development. Another research is written by Georgiev et al. (2017) about 'digital fabrication laboratory and the study of Sathaporn and Namon (2015) about 'Cloud Computing' referred that both cloud computing and the internet are tools that help to create the creative product. ...
This research developed a model of steam learning with digital fabrication laboratory on cloud computing model to enhance creative product. The objectives of the study were: 1) To create the model, and 2) To evaluate a model. This research method was two parts. The first part about the design’s model had four subs: 1) to study and synthesize the relevant documents in this research such as steam, digital fabrication laboratory, cloud and creative product. 2) to develop a process in the model, 3) to present the process model with experts to get it approved to be able to hold in-depth interviews, and 4) to create the tools for assessing the model. The second part is referred to as model evaluation. The sample group has five experts who consist of Information Technology and Instructional Design. Then, this research uses means and standard deviations to analyze data. The process’s model has nine procedures in three components. The experts assed of the model overall found were a good level that the model could help learners in building creativity skills.
... Person, process, and product interact with others surrounded by press, which means press could influence the person (Gu, Tang, and Jiang 2015;Specht 2017), process (Amabile 2011;Gong and Georgiev 2020), and product (Kim and Choi 2017). Furthermore, there has been significant research exploring methods that empower individuals to become more creative and/or generate more creative outputs, such as Georgiev, Sánchez Milara, and Ferreira (2017). ...
This study explores virtual reality (VR) as an emerging tool integrated into brainstorming activities to enhance creativity, and systematically reviews existing studies to provide an advanced literature review on this subject. Moreover, we propose a framework for enhancing creativity in virtual brainstorming (VB) based on the 4Ps (person, process, product, and press) of creativity, which provides guidance on leveraging VB to enhance creativity. Furthermore, eight affordances of VB are identified to enhance creativity: anonymity, appraisal, avatars, immersion, multiple communication, recording, simulated objects, and tracing. The potential perspectives of VB to enhance creativity based on this study’s framework are also explored, which deserves further investigation.
... Therefore, higher education institutions have recognised the importance of creativity and have adopted creativity methods in courses to foster students' creativity and produce creative work (Kolko, 2015;Masson et al., 2013;Wolff & Martins, 2015). However, it is necessary to explore the effective creativity methods from educators' and students' perspectives With the use of pioneering innovative technologies, numerous researchers explored alternative methods (e.g., additive manufacturing, or virtual reality) that support students to design and materialize creative ideas (Barhoush et al., 2020;Campbell & Bernabei, 2017;Ford & Minshall, 2019;Georgiev et al., 2017;Maiden, 2019;Marinussen & de Rooij, 2019;Men & Bryan-Kinns, 2019;Watschke et al., 2017;Williford, 2017). For example, Georgiev et al. explored how to capture creativity in a specific workplace. ...
... For example, Georgiev et al. explored how to capture creativity in a specific workplace. They proposed a framework that included three methods-creative fabrication spaces, interactions in the making, and in-depth cognition and thinking-to capture and understand creativity in digital fabrication laboratories (Georgiev et al., 2017). Researchers also combined the new technologies and creativity methods to inspire students to generate more creative outcomes, such as using virtual reality in brainstorming (Gong et al., 2021;Gong & Georgiev, 2020;Guegan et al., 2016;Hu et al., 2016). ...
Numerous higher education institutions offer courses aimed at enhancing learners’ creativity, especially in design studies. However, the differences in the adoption of creativity methods in teaching from educators' and students' perspectives are still underexplored. In this study, we used a custom-designed online survey questionnaire to understand educator and student perceptions of creativity methods in creativity-related courses in higher education. Our study results indicate apparent differences between students and instructors regarding their motivations for participating in creativity-related courses, preferences for the most effective creativity methods, and evaluations of creativity methods. We believe that our study results suggest helpful directions for the teaching of creativity methods in higher education.
... Fully realizing the most creative ideas at FabLab requires a fundamental understanding of the processes at FabLab. To achieve this goal, Georgiev G., Sánchez Milara I., & Ferreira D. (2017) propose such a structure for dynamic and ubiquitous recording of interactions between a person and a group of people (team), human interaction with a tool / machine, and human interaction with a design object in complex scenarios that arise in the creation paradigm in FabLabs. The authors propose three methods of interaction in the digital space in the development of creativity using FabLab. ...
... Finally, the third method identifies deep cognitive and thinking types of creators in FabLab. The proposed structure can improve the creative outcomes and experiences of all stakeholders in the FabLab creation process and enable easy customization of FabLab training for different audiences (Georgiev, 2017). ...
An important factor in the effective functioning of a modern person is their involvement in the digital environment. Especially valuable in our time is a propensity for creativity and self-expression. Under the conditions of quarantine caused by COVID-19 utilization of digital technologies in this process has become of great importance in the life of society. The article analyzes various points of view on the issue of digitalization of public relations and the place of a person in this process. In addition, the authors clarify the essence of the definition of digital creativity through the analysis of definitions of "creativity" and "digital environment". The definition of "creativity" is considered in such combination of directions of application: creativity as an innovation, creativity as a process, creativity as an ability, creativity as stages of thinking, creativity as a result of action. The authors note that digital environment is formed from the technical side (computer technology) and human interaction with it-both as a creator of this environment and as an inhabitant. The study notes that currently the place of a creative person in the digital environment can be represented as two poles and a range of options between them: the first pole is denying digital technology for their work, commitment to traditional materials and techniques, or blocking creativity; the second pole-transhumanism for creative processes-the willingness and desire to merge with digital technologies to be able to take full advantage of innovations, enhancing their capabilities (physical, mental, intellectual, etc.) through biotechnology and interfaces. There is a large number of options between these two poles-the use of computer technologies accompanying creative process (communication, publication, equipment); primitive programs for leisure self-realization (for any student on the phone) supplementing the traditional spheres of art and creativity with new digital capabilities (computer graphics, programs for creating and arranging music, virtual backgrounds, mapping and lighting scenarios in theater and dance) interaction of digital and physical space (augmented reality, architectural mapping) virtual reality as an alternative or analogue of physical or as a reflection of someone's mental and imaginative reality; non-invasive neuro-interfaces. It has been determined that one of the most promising areas for the implementation of creativity in the digital space is educational activity. The authors note that one of the most effective means to incorporate creativity in the digital environment is project activities. It is important to note that these activities should be varied and involve different digital tools and technologies.
... Fabrication laboratories represent an opportunity to involve human groups in the proposal of plans for the solution of problems, and the establishment of strategies for social development with the use of technology. In this context, FabLabs promote the generation of opportunities for creativity through the implementation of different functions in a one-stop setting, such as: a space to do, a space for deep work, and a space for collaboration [16]. This happens not only in community scenarios, but also in educational settings where FabLabs have been used to encourage students and teachers to become creators, doers and innovators in areas of Science, Technology, Engineering, and Mathematics (STEM) [17]. ...
FabLabs (Fabrication Laboratories), also referred to as makerspaces or hackerspaces, are open spaces for collaborative creation and horizontal cooperation, supporting the development of technological skills of its users. They often serve to promote STEM knowledge and engage participants in equitable education opportunities. Drawing from a participatory design methodology and a qualitative research perspective in a collaborative process between universities in Mexico and in the United Kingdom, this paper focuses on the setup of a FabLab in La Campana district in Monterrey, Mexico, an area characterized by its vulnerability and marginalization. Envisioned to serve as both, a STEM learning place and a fabrication workshop for the surrounding community, the FabLab Campana has provided a platform for the democratization of educational practices through the inclusion of participants from different settings, countries and ages, collaborating in the achievement of common goals, while stimulating creative thinking, and strengthening the bonding with participants and their needs. The FabLab counts with a carefully designed program of activities to promote STEM knowledge, an interactive design approach and context, and the development of skills based on dialogic learning. Evidence collected from observations and interviews supports the conception that the STEM learning practices carried out at the FabLab are a rewarding and meaningful experience for all involved, which also help to accelerate the adoption of technological tools in the surrounding community.
... The criteria to rate each sub-dimension is given in Table 1. Previous studies used similar dimensions for a framework in order to capture creativity in digital fabrication projects, well-defined by Georgiev et al. (2017) and Borges (2017), who explained the importance of computational thinking in these types of projects. They also identified the elements to be evaluated in related projects. ...
In this study, we formulate a framework to evaluate open-ended projects related to digital fabrication. The framework consists of two dimensions, i.e. human intellect and technology. Human intellect is judged by three sub-dimensions – creativity, computational thinking, and skills. In order to study the technology dimension, the four sub-dimensions include process, outcome, development stage, and reproducibility. To test the proposed framework, a case study was applied on digital fabrication projects done in Fab Academy 2019. Final projects of students are selected to implement the framework since final projects exemplify most of the skills learned by a student of the digital fabrication course. In addition, the proposed framework is also assessed in the light of existing literature done to evaluate learning in similar types of projects. The results establish the relationship among different sub parameters of human intellect and technology, and present the open-ended project evaluation results.
... Since then, Fab Lab has arranged different types of digital fabrication activities for school groups. The activities have typically included 2D and 3D design and manufacturing, prototyping with electronics, programming, and utilizing tools and machines to fabricate prototypes (Georgiev et al., 2017;Iwata et al., 2019;Laru et al., 2019;Pitkänen et al., 2019). ...
... The last case example turned the focus toward the teachers' and facilitators' point of view, investigating how they see making activities and how they understand what kind of support students need from them during these activities. This study, through the design principles of the Fab Lab activities, characterized the important factors that help teachers and facilitators to engage and support students' learning, such as implementing complex tasks, using digital tools, highlighting students' own roles and responsibilities, providing opportunities for reflection, encouraging trial and error, and providing flexibility in the timeframe (Blikstein, 2013;Georgiev et al., 2017;Hira and Hynes, 2018;Iwata et al., 2019). In addition to these principles, this study pointed out that adequate scaffolding is needed to improve opportunities for cognitively effortful and affectively meaningful learning. ...
... In general, SNS, digital gaming, and maker education have become increasingly interesting as a learning context in a modern education, mixing technological and creative skills, exploration and discovery, problem-solving and playfulness, as well as formal and informal education (Connolly et al., 2012;Davies and West, 2014;Georgiev et al., 2017). These types of learning opportunities have the potential to impact current and future educational practices and pedagogy. ...
Technological innovations, such as social networking systems, games for learning, and digital fabrication, are extending learning and interaction opportunities of people in educational and professional contexts. These technological transformations have the ability to deepen, enrich, and adaptively guide learning and interaction, but they also hold potential risks for neglecting people's affective learning processes—that is, learners' emotional experiences and expressions in learning. We argue that technologies and their usage in particular should be designed with the goal of enhancing learning and interaction that acknowledges both fundamental aspects of learning: cognitive and affective. In our empirical research, we have explored the possibility of using various types of emerging digital tools as individual and group support for cognitively effortful and affectively meaningful learning. We present four case studies of experiments dealing with social networking systems, programming with computer games, and “makers culture” and digital fabrication as examples of digital education. All these experiments investigate novel ways of technological integration in learning by focusing on their affective potential. In the first study, a social networking system was used in a higher education context for providing a forum for online learning. The second study demonstrates a Minecraft experiment as game-based learning in primary school education. Finally, the third and the fourth case study showcases examples of “maker” contexts and digital fabrication in early education and in secondary school. It is concluded that digital systems and tools can provide multiple opportunities for affective learning in different contexts within different age groups. As a pedagogical implication, scaffolding in both cognitive and affective learning processes is necessary in order to make the learning experience with emerging digital tools meaningful and engaging.
