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In this article, we investigate the child’s experience of fun and learning within curriculum-integrated Maker activities in the elementary school classroom. Little is currently understood as to how Making makes learning fun, particularly in formal educational contexts. We conducted an in-the-wild week-long study that implements Maker activities designed with 3rd, 4th, and 5th grade teachers during...
Based on an intensive semester-long study of designing and implementing curriculum-based Maker activities in 6 classes, this paper presents themes derived from a qualitative analysis of experience data using the framework of Activity Theory. Insights generated contribute to the understanding of the integration of Making into elementary schools at a systemic level.
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