Academic Makerspaces often provide high-tech equipment that can sometimes intimidate students. While these spaces offer valuable tools for creative work, little research explores how well self-guided learning resources support diverse learners. This study investigates the cultural responsiveness of such resources at UNC-Chapel Hill’s Library Makerspace, focusing on first-generation and international undergraduates. Using artifact analysis, a focus group, and a gamified orientation intervention, I examine how students engage with existing materials and identify barriers. Findings show students value self-directed and collaborative learning but find current resources inaccessible, overly technical, and lacking inclusive cues. Emotional barriers, limited awareness, and mismatches between learning preferences and design further hinder use. Insights informed a gamified orientation tool to make Makerspace access more intuitive and culturally affirming. This research emphasizes the need for inclusive design in academic Makerspaces to empower all students.
Bernice Shylet Meja (Fri,) studied this question.