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A makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a university library is vital, as it fosters innovation, interdisciplinary learning, practical skills, entrepreneurship and career readiness while transforming the library into a dynamic centre for hands-on education and collaboration. Nevertheless, the wide-ranging functions and uses of makerspace equipment can potentially lead to a situation where librarians are overwhelmed by their duties due to manpower constraints. Therefore, this study aims to develop a novel game-based augmented reality navigation system (GARNS) based on the Octalysis gamification framework and scaffolding theory to support makerspace user education, hoping to promote learners’ learning motivation and their immersive experience and to enhance the learning performance of makerspace user education.

With a true experimental research method, 24 grade 11 students from a high school in Keelung City, Taiwan, were recruited to participate in the experiment on makerspace user education. Among them, ten students were randomly assigned to the experimental group using the GARNS and the other seven students were randomly assigned to a control group using the Web navigation system. The remaining seven students were assigned to a second control group using the narrative guided tour with a librarian to conduct makerspace user education.

Analytical results show that learners can achieve significant learning effectiveness using the GARNS, Web navigation system or traditional narrative guided tour with a librarian for makerspace user education. There were no significant differences in learning effectiveness and motivation neither between the GARNS group and the narrative guided tour with a librarian group nor between the Web navigation system group and the narrative guided tour with a librarian group. However, there were significant differences in learning effectiveness and motivation in terms of the value and expectation dimensions of learning motivation between the GARNS group and the Web navigation system group, and the GARNS group was significantly better than the Web navigation system group.

The study’s practical implication on makerspace user education is to reduce the manpower of a university library with makerspace services by the proposed GARNS that can offer a practical solution to enhance the learning effectiveness and motivation of makerspace through immersive game-based autonomous learning. Additionally, the study’s theoretical contribution lies in its innovative combination of game-based learning and scaffolding theory, while its practical significance stems from its potential to revolutionize makerspace user education, enhance motivation and performance and influence the broader landscape of educational technology.

This study combines game-based learning with augmented reality tools to develop a novel GARNS, which provides an innovative and effective learning tool suitable for the characteristics of makerspace and contributes to promoting makerspace user education and diversified learning modes. Additionally, most interviewees believed that using GARNS for educating makerspace users could assist them in consistently evaluating, choosing and discovering educational tasks in a library makerspace. This study contributes to promoting the popularization of makerspace user education.

The purpose of this study was to examine the influence of adding a small amount of Ti to a Cu-based alloy, specifically the commercial Hyper Titanium Copper alloy (C1990 HP), which contains Cu-3.28 wt.% Ti, on its interfacial reaction with Sn-9.0 wt.% Zn (SnZn) solder, using the liquid/solid reaction couple technique.

The SnZn/C1990 HP couples were subjected to a reaction temperature of 240–270°C for a duration of 0.5–5 h. The resulting reaction couple was characterized using a scanning electron microscope, energy dispersive spectrometer, electron probe microanalyzer and X-ray diffractometer.

It was observed that the scallop-shaped CuZn5 and planar Cu5Zn8 phases were formed in almost all SnZn/C1990 HP couples. With increased reaction duration and temperature, the Cu-rich intermetallic compound (IMC)-Cu5Zn8 phase became a dominant IMC formed at the interface. The total thickness of the IMCs was increased with the increase in the reaction duration and temperature. The IMC growth obeyed the parabolic law, and the IMC growth mechanism was diffusion controlled. The activation energy of the SnZn/C1990 HP couple was 64.71 kJ/mol.

This article presents an analysis of the IMC thickness in each sample using ImageJ software, followed by kinetic analysis using Origin software at various reaction temperatures of SnZn/C1990 HP in liquid/solid couples. The study also includes detailed reports on the morphology, interface composition and X-ray diffraction analysis, as well as the activation energy. The findings can serve as a valuable reference for electronic packaging companies that utilize C1990 HP substrates.