Youth engagement during making: using electrodermal activity data and first-person video to generate evidence-based conjectures

Abstract

Purpose This paper aims to introduce and explores the use of electrodermal activity (EDA) data as a tool for obtaining data about youth engagement during maker learning activities. Design/methodology/approach EDA and survey data were collected from a yearlong afterschool maker program for teens that met weekly and was hosted at a children’s museum. Data from four youth who were simultaneously present for eight weeks were examined to ascertain what experiences and activities were more or less engaging for them, based on psychophysiological measures. Findings Most of the focal youth appeared to show higher levels of engagement by survey measures throughout the program. However, when examined by smaller time intervals, certain activities appeared to be more engaging. Planning of maker activities was one space where engagement was higher. Completing sewing projects with minimal social interaction appeared to be less engaging. Specific activities involving common maker technologies yielded mixed levels of engagement. Originality/value Some research is emerging that uses EDA data as a basis for generating inferences about various states while participating in maker learning activities. This paper provides a novel analysis building on some techniques established in the still emergent body of prior research in this area.