Positive affect relevant to epistemic curiosity to reflect continuance intention to join a hands-on making contest

Jon Chao Hong, Ming Yueh Hwang, Elson Szeto, Kai Hsin Tai, Chi Ruei Tsai

Research output: Contribution to journalArticle

3 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)2267-2279
Number of pages13
JournalEurasia Journal of Mathematics, Science and Technology Education
Issue number9
Publication statusPublished - 2016 Jan 1



  • Continuance intention
  • Epistemic curiosity
  • Hands-on making
  • Positive affect
  • Science and technology contest

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

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