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Arts & Communication Fostering belonging through STEAM education

founded by Dale Dougherty in 2005, introduced a range project-based activities, and creative problem-solving that
of new tools to the market, such as Wiring and Arduino centers students’ personal experiences. The interdisciplinary
kits, electronics kits, 3D printers, and digital fabrication nature of STEAM education provides unique opportunities
devices. These tools have made the process of making more for fostering belonging through shared creative experiences
accessible by allowing individuals of all ages and skill levels and collective meaning-making. By engaging in hands-on
to engage in developing and sharing their projects. projects that connect to community contexts, students
Makerspaces can be established in diverse settings develop stronger attachments to both their academic
such as classrooms, libraries, studios, or homes. They environment and their broader community.
provide a flexible learning environment where students The maker movement’s emphasis on collaborative
can explore ideas through hands-on experimentation creation and knowledge sharing aligns particularly well with
while collaborating with others to foster innovation. The fostering belonging in STEAM contexts. Makerspaces serve
maker movement highlights the importance of sharing as communities of practice where students develop shared
knowledge and outcomes, creating a community of vocabularies, collaborative relationships, and collective
individuals who both contribute to and benefit from each identities through their creative work. These spaces facilitate
other’s experiences. This sense of unity within maker both the technical skill development central to STEAM
culture encourages the development of critical thinking, education and the social connections that nurture belonging.
problem-solving skills, and creativity. 23
Board game design, as a STEAM activity, offers a
Integrating maker culture into STEAM education unique vehicle for exploring and strengthening belonging
provides a strong basis for experiential learning. through its inherently social and narrative-driven
By combining theoretical knowledge with practical nature. Games can serve as cultural artifacts that encode
application, makerspaces empower students to take charge shared experiences, values, and understanding of place.
of their own learning journey, acquire new abilities, When students engage in designing games about their
and create meaningful projects. This approach not only community, they actively construct and negotiate their
enhances academic performance but also prepares students relationship with that community, potentially deepening
to effectively address complex challenges in today’s society. their sense of connection and belonging.
2.4. Conceptualizing sense of belonging in STEAM This theoretical understanding of belonging informs
education both the pedagogical approach and assessment methods
in STEAM education. Rather than viewing belonging as
The concept of belonging in educational contexts has a static characteristic, it can be understood as a dynamic
emerged as a critical factor in student success and process that develops through meaningful engagement
engagement. Strayhorn defines the sense of belonging as with peers, faculty, and community members. This
students’ perceived social support on campus, feelings of conceptualization supports the use of creative, PBL
connectedness, and experience of mattering or feeling experiences that allow students to explore and express
cared about, accepted, respected, valued by, and important their connections to their academic and local communities
to the campus community. This framework positions while developing technical and artistic skills.
belonging as both a fundamental human need that
drives motivation and a key factor influencing academic The integration of belonging theory with STEAM
behaviors and perceptions. education suggests that learning experiences should be
designed to support both technical skill development
Research has demonstrated that a sense of belonging and social connection. This can be achieved through
correlates positively with academic achievement, retention, collaborative projects that encourage student agency,
and persistence in higher education. Students who feel creative expression, and community engagement. Such an
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included and valued in their academic communities are approach recognizes that academic success is influenced not
more likely to engage meaningfully in learning activities and only by technical competence but also by students’ sense of
participate in community-building initiatives. A stronger connection to their learning environment and community.
sense of belonging contributes to greater academic
motivation, improved performance, and increased self- 3. Methodology
confidence. From a social identity perspective, belonging
emerges when students see themselves as integral members 3.1. Guiding students in board game design using
of their academic communities. the design thinking framework
When integrated into STEAM education, belonging In the spring of 2024, one of the authors taught an Art
manifests through collaborative learning experiences, Appreciation class aimed at non-art majors. The goal was

Volume 3 Issue 3 (2025) 5 doi: 10.36922/ac.4437