Teachers report strong perceived ability to transfer e-textile STEAM learning to classrooms, with art integration the weakest dimension¶
Claim · All claims
Evidence · 1 study (2 entries) · designr2·q2
Currency · newest study 2026 · checked against its sources 2026-10-29 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Participants expressed high transfer confidence: 71.0% strongly agreed they could design similar activities with wearable e-textiles and 80.6% agreed or strongly agreed they could apply what they learned at school. → Mustafa Sat 2026
q2 i? The art-integration item had the lowest support and most variation, with only 32.3% strongly agreeing they could adequately transfer the art dimension to their designs. → Mustafa Sat 2026 (2)
Evidence¶
Mustafa Sat 2026¶
Mustafa Sat, Kursat Cagiltay. (2026). Weaving STEAM with threads: teacher professional development with e-textile projects. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10597-z
q2 · i? · design · r2
Post-program transfer survey (N = 31), means 5.68–6.71. The article reports "71.0% strongly agreed that they could design similar activities using wearable e-textile technologies" and 80.6% agreement on applying learning at school; a follow-up report described a school science fair implementation.
"Specifically, 71.0% strongly agreed that they could design similar activities using wearable e-textile technologies."
Mustafa Sat 2026 (2)¶
Mustafa Sat, Kursat Cagiltay. (2026). Weaving STEAM with threads: teacher professional development with e-textile projects. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10597-z
q2 · i? · design · r2
Same transfer survey (N = 31). The art-dimension item (M = 5.68, SD = 1.25) was lowest: "Only 32.3% of participants strongly agreed that they could effectively incorporate the artistic dimension into their STEAM-focused e-textile designs."
"Only 32.3% of participants strongly agreed that they could effectively incorporate the artistic dimension into their STEAM-focused e-textile designs, whereas 12.9% were neutral."
Discussion¶
Learner Variables¶
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Participants report strong future engagement intentions and high enjoyment of the e-textile STEAM PD program — related
- Teachers report high perceived benefits from e-textile-supported STEAM PD, with interdisciplinary learning and creativity most endorsed and Arduino coding least — related
- Teachers support interdisciplinary curriculum integration but identify resource limitations, not curricular constraints, as the main barrier — related
- The study could not determine whether knowledge gains transferred to participants' classroom teaching — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
e-textile-pd-transfer-confidence |
title |
Teachers report strong perceived ability to transfer e-textile STEAM learning to classrooms, with art integration the weakest dimension |
description |
Teachers report strong perceived ability to transfer e-textile STEAM learning to classrooms, with art integration the weakest dimension |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — mustafa-sat-2026, mustafa-sat-2026-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.