New Perspectives in Science Education

This study focuses on a Fablab established within a private high school in Japan, exploring the learning motivations and behavior patterns of students participating in making activities. The Fablab environment provides students with access to digital fabrication tools and serves as a collaborative space that fosters creativity and hands-on learning. This research aimed to analyze high school students' learning motivations and activities. For the analysis of motivations, Ichikawa's (1998) two-factor model, which distinguishes between intrinsic and extrinsic motivations, was applied. Regarding activity analysis, six categories were used, such as "challenging activities aimed at problem-solving" and "skill acquisition activities focusing on mastering tools and techniques."
A qualitative investigation was conducted by combining semi-structured interviews with detailed learning records. This approach enabled an in-depth analysis of how students' activities aligned with their motivations. The findings revealed that the Fablab environment promotes autonomous learning and effectively elicits intrinsic motivations, particularly enjoyment and curiosity. Furthermore, the collaborative nature of the Fablab supports the development of problem-solving skills and persistence in completing complex projects.
This study provides valuable insights for designing educational strategies and interventions aimed at enhancing motivation and engagement in creative and self-directed learning activities among high school students.