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*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

7 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)2267-2279
頁數13
期刊Eurasia Journal of Mathematics, Science and Technology Education
12
發行號9
DOIs
出版狀態已發佈 - 2016

ASJC Scopus subject areas

  • 教育
  • 應用數學

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