Abstract

Interest is an important factor influencing students’ engagement in learning Design and Technology (RBT). Although the use of technology has expanded in STEM education, understanding of how digital learning experiences relate to students’ interest development in the context of RBT remains limited. This study aimed to explore students’ experiences of using a Digital STEM Module in RBT learning through the lens of Interest-Driven Creator (IDC) Theory. A qualitative approach with a case study design was employed, involving six Form Three students from a secondary school in Kuala Lumpur, Malaysia. Participants were selected through purposive sampling, and data were collected through semi-structured interviews and analysed using thematic analysis. The findings indicated that participants’ experiences with the Digital STEM Module reflected features consistent with three phases of IDC Theory: triggering, immersing, and extending. The triggering phase reflected experiences that attracted students’ attention and stimulated curiosity, while immersion involved content exploration and active engagement in learning tasks. The extending phase reflected some participants’ inclination to continue exploring learning independently and sharing knowledge with others. This study provides contextual insights into digital learning experiences in RBT and suggests the potential of IDC Theory as a lens for understanding experiences associated with students’ interest development in STEM education.