Persistence in Electronic-Making Projects: A Socio-Cognitive Perspective

Abstract

Persistence is crucial in maker-based learning, where challenges are inherent to the creative process and are one of the important behavioral markers of motivation. This study examines how students respond to obstacles during making activities, reflecting persistence, using the socio-cognitive theory framework of triadic reciprocal causation. We conducted a multi-level video analysis of two student teams engaged in electronic-making projects as case studies. At the macro level, we visualized 16.5 hours of making activities segmented into 1-minute intervals using making-process rugs. At the intermediate level, we identified ‘trouble and repair’ episodes—21 in Team Ace and 15 in Team Atoms—that required persistence. At the micro level, we analyzed the identified trouble and repair episodes using interaction analysis, focusing on verbal and embodied actions with peers, facilitators, and the environment. By integrating micro-level interaction data into SCT, we provide empirical insights into the interplay of personal beliefs and environmental factors influencing persistence.