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Enhancing Learning Outcomes for Materials Crystallography via Virtual Reality: Role of User Comfort and Game Design

JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 973-983页

作者： Bejjarapu, Dhanush S. Chen, Yize Xu, Jiyan Shaffer, Eric Garg, Nishant Univ Illinois Urbana & Champaign Dept Civil & Environm Engn Urbana IL 61801 USA Univ Illinois Dept Elect & Comp Engn Urbana IL 61801 USA Univ Illinois Sch Informat Sci Urbana 61801 IL USA Univ Illinois Dept Comp Sci Urbana IL 61801 USA

Recent advancements in computer graphics and hardware have driven the resurgence of virtual reality (VR). Past literature has reported the use of VR in education, especially for teaching spatially complex concepts. However, there are limited data available on the precise role of VR game design elements. In this study, we introduce a new VR game, Crystal Vision, which is designed to teach basic crystallographic concepts to undergraduate students. By systematically testing this VR game on a set of 84 students, we find that a VR-based intervention resulted in a 9% increase in their quiz scores (from 7.45 +/- 0.16 to 8.12 +/- 0.16) and a simultaneous 19% decrease in their quiz completion times (from 7.39 +/- 0.24 to 5.98 +/- 0.26 min). Finally, we find that a majority of students who felt comfortable while moving through the game indicated a higher level of agreement on most of the survey questions, indicating that user comfort within a VR game plays a significant role in influencing student learning outcomes.

关键词： First-Year Undergraduate/General Second-YearUndergraduate Inorganic Chemistry computer-basedlearning Crystals/Crystallography

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computer Quiz Games in General Chemistry for Engineering Majors in an English as a Second Language Environment

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JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 868-876页

作者： Ling, Szu S. Saffre, Fabrice Gater, Deborah L. Halim, Lilia Isakovic, Abdel F. Khalifa Univ Dept Chem Abu Dhabi 127788 U Arab Emirates Tech Res Ctr Finland VTT Espoo 02044 Finland UCL Inst Educ London WC1H 0AL England Natl Univ Malaysia Fac Educ Bangi 43600 Malaysia Colgate Univ Phys & Astron Dept Hamilton NY 13346 USA

computer quiz games are introduced to improve teaching and learning in a freshman engineering chemistry course in an English-as-a-second-language (ESL) environment. These quiz games are developed and implemented as supplemental and augmentative tools to enhance traditionally delivered lectures. The paper shows an increase in students' motivation and compares the performance among students who participated in computer quiz games, a paper-based quiz, or neither activity. An assessment of the effectiveness of quiz games in learning is conducted via a proposed novel chemistry achievement test, the Freshman Engineering Chemistry Aptitude Test, and an attitude questionnaire. The findings contribute to our understanding of the role of game-based learning in students' achievement in chemistry and their motivation and attitudes toward learning general chemistry at a university within an ESL environment, while the computer games developed are useful in all English-based chemistry classes.

关键词： Introductory Chemistry Games Englishas aSecond Language Student-Centered Learning computer-basedlearning Hands-On Learning

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Effects of a Microcomputer-Based Laboratory on the Triple-Representation of a Preservice Chemistry Teacher: An Eye-Tracking Design and Evidence

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JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 858-867页

作者： Sun, Xinyi Lin, Guangdi Zhan, Min Zheng, Yubin Ye, Jianqiang Chen, Dimei Wenzhou Univ Coll Chem & Mat Engn Wenzhou 325035 Peoples R China Wenzhou Shuangyu Middle Sch Wenzhou 325007 Peoples R China

Numerous academic studies in the field of chemical education utilize the conceptual framework of three distinct tiers that underlie the instruction and acquisition of chemical knowledge. This framework is commonly depicted in a chemistry triangle, with the vertices denoted as macroscopic, submicroscopic, and symbolic. The ability of students to effectively convert between various representations and develop triple representation thinking can be advantageous in comprehending chemical concepts and the underlying micro essence. However, studies have shown that students have certain difficulties with triple representation. A microcomputer-based laboratory provides students with intuitive material by dynamically presenting data images in real time, helping students transfer among triple representations. This study investigated the effect of a microcomputer-based laboratory on the triple representation of a chemistry lesson based on eye-tracking evidence. The experimental group (N = 14) completed the test by watching the experimental video of the microcomputer-based laboratory, while the control group (N = 13) watched the traditional experimental video. Eye-tracking was used to make real-time recordings of the experimental procedures carried out by each of the groups. By comparing the triple representation test results and eye-tracking indicators of the two groups, the results show that a microcomputer-based laboratory has a positive effect on the triple representation, and the experimental group performed significantly better when acquiring image information under the influence of the microcomputer-based laboratory.

关键词： Second-Year Undergraduate computer-basedlearning Titration Volumetric

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Enhancing Electrochemistry Education with Supercapacitor Charging and Discharging Computational Experiments

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JOURNAL OF CHEMICAL EDUCATION 2024年第1期102卷 229-236页

作者： Lin, Yiting Cai, Yunqi Lian, Cheng Xu, Shouhong Zhang, Wenqing Liu, Honglai East China Univ Sci & Technol Sch Chem & Mol Engn Shanghai 200237 Peoples R China East China Univ Sci & Technol Sch Mech & Power Engn Shanghai 200237 Peoples R China East China Univ Sci & Technol Shanghai Engn Res Ctr Hierarch Nanomat Sch Chem Engn State Key Lab Chem Engn Shanghai 200237 Peoples R China

Ion transport, involving the diffusion and migration of ions within the electrolyte, stands as a fundamental concept in electrochemistry and serves as the driving force for electrochemical reactions. Electric double layers are critical in the fields of electrochemical energy storage and chemical conversion, constituting a central focus of fundamental research across the disciplines of chemistry, physics, and various engineering disciplines. This article introduces an innovative approach to educating students about electrochemistry by employing a computational experiment that focuses on the dynamics of supercapacitors. It introduces a stack electrode model designed to guide students through the concepts of ion transport and electric double layers, utilizing the Poisson-Nernst-Planck equations and equivalent circuits. The model can provide local electric potentials, charge densities, and current responses under different conditions. Notably, this methodology is beneficial for understanding the relaxation times and integral capacitances of porous electrodes. The article enriches traditional teaching methods with step-by-step computational experiments, thereby deepening our understanding of electrochemical principles. Numerical simulations present abstract equations in the form of images, improving teaching efficiency and stimulating students' interest in learning. This computational experiment is proposed as part of an advanced undergraduate-graduate level course in electrochemistry.

关键词： Electrochemistry GraduateEducation/Research Textbooks/Reference Books computer-basedlearning Theoretical Chemistry Ion Transport ElectricDouble Layer

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PLATA: Design of an Online Platform for Chemistry Undergraduate Fully Automated Assignments

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JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 1024-1035页

作者： Reina, Miguel Guzman-Lopez, Eduardo Gabriel Guzman-Lopez, Cesar Hernandez-Garciadiego, Carlos Olvera-Leon, Maria de los Angeles Garcia-Carrillo, Mario Alfredo Tafoya-Rodriguez, Marco Antonio Ugalde-Saldivar, Victor Manuel Guerrero-Rios, Itzel Gasque, Laura del Campo, Jorge M. Franco-Bodek, Daniela Bernal-Perez, Rolando Medeiros, Milton Marin-Becerra, Armando Garcia-Ortega, Hector Gracia-Mora, Jesus Reina, Antonio Univ Nacl Autonoma Mexico Fac Quim Dept Quim Inorgan & Nucl Ciudad De Mexico 04510 Mexico Univ Autonoma Metropolitana Dept Quim Unidad Iztapalapa Ciudad De Mexico 09340 Mexico Univ Nacl Autonoma Mexico Inst Matemat Ciudad De Mexico 04510 Mexico Univ Nacl Autonoma Mexico Fac Quim Dept Quim Organ Ciudad De Mexico 04510 Mexico Univ Nacl Autonoma Mexico Fac Quim Dept Fis & Quim Teor Ciudad De Mexico 04510 Mexico Univ Nacl Autonoma Mexico Fac Quim Dept Quim Analit Ciudad De Mexico 04510 Mexico Univ Nacl Autonoma Mexico Fac Quim Secretaria Acad Docencia Ciudad De Mexico 04510 Mexico Univ Nacl Autonoma Mexico Fac Quim Dept Fisicoquim Ciudad De Mexico 04510 Mexico

In the Digital Era, the development of new educational instruments is crucial for supporting students in their academic journey. While there is a significant correlation between homework and learning, the effectiveness of assignments is often constrained by the large number of students and the extensive grading required by teachers. In this context, open educational resources (OER), particularly those built on the free and open-source Moodle platform, have shown increased learning among students, becoming valuable instruments for educators. Automated chemistry assignments are challenging, in contrast to physics or mathematics. This is due to the necessity of accounting for the vast yet finite universe of existing molecules, compounds, and reactions along with the inherent constraints imposed within the field. In this article we present PLATA (Programa en Linea de Apoyo a las Tareas Academicas), a Moodle based OER for automated chemistry homework implemented at Facultad de Quimica at UNAM. PLATA is an online platform with more than 132 million open answer exercises (not multiple choice) automatically graded with specific feedback for each exercise attempt. The design and characteristics of the program, some examples showing its versatility, and the outstanding students' outcomes of the OER are presented. PLATA has been used by more than 15,500 students over the past 4 years. The results displayed correspond to the 2022 academic year, with more than 3,200 students, from which 500 undergraduates answered an exit survey, and we monitored the outcomes of 400 students. As a result, we can state that PLATA is a versatile, useful, and robust program for chemistry assignments with a positive impact on students' learning.

关键词： General Public Inorganic Chemistry computer-basedlearning Internet/Web-Based Learning Student-CenteredLearning Professional Development Testing/Assessment

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A Free Interactive Digital Tool to Introduce Particle Model of Matter and Thermal Particle Motion at Middle School Level

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JOURNAL OF CHEMICAL EDUCATION 2024年第2期101卷 647-652页

作者： Belli, Dimitri Lischi, Guglielmo Pardini, Giovanni Milazzo, Paolo Domenici, Valentina Consiglio Nazl Ric CNR Ist Sci & Tecnol Informaz ISTI I-56124 Pisa Italy Univ Pisa Dipartimento Informat I-56127 Pisa Italy Univ Pisa Dipartimento Chim & Chim Industriale I-56124 Pisa Italy

This technology report presents the main features of a free digital educational tool which aims to introduce middle school level students to the comprehension of the particulate nature of matter in the three states (i.e., solid, liquid, and gas) and during phase transitions. This digital tool is available and is freely accessible online. Its utility was tested during a pilot study involving several classes of two middle schools with 103 students of sixth and seventh grades. Didactic activities were designed to introduce the particle model of matter and to reach several educational objectives, such as the understanding of the thermal motion of particles and the role of temperature, the changes occurring at phase transitions, and the state diagrams. An activity was also tested with seventh grade students where the solidification and melting of tert-butyl alcohol were first investigated during a cooperative inquiry-based laboratory and then elaborated on and consolidated by using this digital tool. This activity demonstrates how introducing digital tools into the learning process can help students better understand and visualize abstract concepts such as state diagrams. The level of students' engagement and the appreciation of schools' teachers confirmed the usefulness of this digital tool to teach and learn a key concept of chemistry as the particulate nature of matter.

关键词： Middle School Science Introductory Chemistry Demonstrations Multidisciplinary computer-basedlearning Inquiry-Based Learning Phase Transitions Gases Liquids Solids

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Explaining Thermodynamic Potential to Undergraduates

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JOURNAL OF CHEMICAL EDUCATION 2024年第11期101卷 4714-4721页

作者： Xu, Xiaofei Tang, Weiqiang Gao, Qingwei Qiao, Chongzhi Peng, Yangfeng Zhao, Shuangliang East China Univ Sci & Technol Sch Chem Engn Shanghai 200237 Peoples R China Shanghai Univ Elect Power Coll Environm & Chem Engn Shanghai Key Lab Mat Protect & Adv Mat Elect Power Shanghai 200090 Peoples R China Beijing Normal Univ Sch Syst Sci Beijing 100875 Peoples R China Beijing Normal Univ Inst Nonequilibrium Syst Beijing 100875 Peoples R China Guangxi Univ Guangxi Key Lab Petrochem Resource Proc & Proc Int Nanning 530004 Peoples R China Guangxi Univ Sch Chem & Chem Engn Nanning 530004 Peoples R China

Thermodynamic potentials, such as Helmholtz free energy and Gibbs free energy, are important concepts in thermodynamics. The precise definition of these potentials requires knowledge of statistical mechanics and Legendre transformation. It is hard to understand the underlying physics of thermodynamic potentials for undergraduates. Herein, we developed an alternative approach for introducing thermodynamic potentials to undergraduates. The approach starts from fundamental laws and concepts in thermodynamics with the introduction of Legendre transformation in a comprehensible way. Thermodynamic potentials are explained for their underlying physics in a why-how-what way by means of MATLAB software. All of the knowledge used is still in the learning scope of undergraduates. Research frontier about classical density-functional theory in modern thermodynamics is introduced naturally for students. The pedagogical approach has been taught in China in full English language for students from worldwide regions in three courses in terms of thermodynamics. Students demonstrated the ability to understand fundamental concepts in thermodynamics after they learned the approach.

关键词： Upper-Division Undergraduate Graduate Education/Research Chemical Engineering Physical Chemistry computer-basedlearning Inquiry-Based Leaning Thermodynamics Student-Centered Learning

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PySyComp: A Symbolic Python Library for the Undergraduate Quantum Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2023年第10期100卷 4077-4084页

作者： Stippell, Elizabeth Akimov, Alexey V. Prezhdo, Oleg V. Univ Southern Calif Dept Chem Los Angeles CA 90089 USA SUNY Buffalo Dept Chem Buffalo NY 14260 USA

We report an educational tool for the upper level undergraduate quantum chemistry or quantum physics course that uses a symbolic approach via the PySyComp Python library. The tool covers both time-independent and time-dependent quantum chemistry, with the latter rarely considered in the foundations course due to topic complexity. We use quantized Hamiltonian dynamics (QHD) that provides a simple extension of classical dynamics and captures key quantum effects. The PySyComp library can compute various concepts regarding the fundamental postulates of quantum mechanics, including normalized wave functions, expectation values, and commutators, which are at the core of solving the Heisenberg equations of motion. It provides a tool for students to experiment with simple models and explore the key quantum concepts, such as zero-point energy, tunneling, and decoherence.

关键词： Upper-Division Undergraduate Graduate computer-basedlearning Quantum Chemistry

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ChatGPT Needs a Chemistry Tutor Too

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JOURNAL OF CHEMICAL EDUCATION 2023年第10期100卷 3859-3865页

作者： Leon, Alfredo J. Vidhani, Dinesh Miami Dade Coll Miami FL 33135 USA Miami Dade Coll Homestead FL 33030 USA

Artificial intelligence (AI) technology has the potential to revolutionize the education sector. This study sought to determine the efficacy of ChatGPT to correctly answer questions a learner would use and to elucidate how the AI was processing potential prompts. Our goal was to evaluate the role of prompt formats, response consistency, and reliability of ChatGPT responses. Analyzing prompt format, we see that the data do not demonstrate a statistically significant difference between multiple-choice and free-response questions. Neither format achieved scores higher than 37%, and testing at different locations did not improve scores. Interestingly, ChatGPT's free version provides accurate responses to discipline-specific questions that contain information from unrelated topics as distractors, improving its accuracy over the free-response questions. It is important to consider, while ChatGPT can identify the correct answer within a given context, it may not be able to determine if the answer it selects is correct computationally or through analysis. The results of this study can guide future AI and ChatGPT training practices and implementations to ensure they are used to their fullest potential.

关键词： General Multidisciplinary computer-basedlearning Self-Instruction Web-Based Learning Assessment Student-Centered Learning

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Problem-Solving with Python: Modeling of Lanthanide-Shift Reagent Complexes

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JOURNAL OF CHEMICAL EDUCATION 2023年第9期100卷 3620-3625页

作者： Zlatkovicc, Dragan Zlatkovic, Miljana Dordevic Radulovic, Niko Univ Nis Fac Sci & Math Dept Chem Nish 18000 Serbia

Herein, we present a program implemented in Python that utilizes a simple complete-search algorithm to determine the geometry of a lanthanide-substrate (LS) complex. The program serves as a practical project in a programming course for chemistry students, specifically aimed at illustrating fundamental concepts such as decision-making, repetition, functions, lists, and file reading. The project challenges students to determine the position of a lanthanide ion in an LS complex by utilizing NMR titration experimental data obtained from the interaction between menthol and Eu(fod)(3). Through the development of an algorithm and the creation of a Python program, students are tasked with calculating the optimal Eu position that correlates best with the experimental data. The primary objective of this project is to enhance students' understanding of Python's basic concepts, syntax, and problem-solving skills, fostering their growth in the field of chemistry programming.

关键词： Graduate Education Organic Chemistry computer-basedlearning Problem Solving Computational Chemistry

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