STEM Learning and Psychological Change through Lampshade Production that Combines Inverters and Information Design English

This study introduces a novel instructional activity conducted in an information design class, where students creatively constructed lamp shades embedded with simple electrical circuits. The lesson began with foundational concepts in electrical systems, including the principles of direct current (DC) and alternating current (AC). Students then progressed to assembling blinking circuits and investigating energy conversion mechanisms using model motors. The curriculum advanced to practical applications such as DC-to-AC conversion, deepening their understanding of electrical engineering principles. As a culminating challenge, students attempted to illuminate a 100V incandescent bulb using batteries, prompting inquiry into voltage, current, and energy efficiency. Throughout the course, emphasis was placed on hands-on experimentation, interdisciplinary thinking, and design-based problem solving. To assess students' psychological engagement and adaptation to this learning environment, a school adaptation scale was administered. The results provided insights into students' emotional and cognitive responses to the project-based approach, underscoring the potential of integrated STEM education to enhance motivation and school satisfaction. These findings suggest that incorporating creative electrical design into information education can promote both technical proficiency and positive psychological outcomes.