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Exploring the Effect of Virtual Reality on learning in General Chemistry Students with Low Visual-Spatial Skills

JOURNAL OF CHEMICAL EDUCATION 2023年第2期100卷 589-596页

作者： Laricheva, Elena N. Ilikchyan, Armen Utah Valley Univ Dept Chem Orem UT 84058 USA Utah Valley Univ Dept Technol Management Orem UT 84058 USA

Studies have demonstrated that visual-spatial skills correlate with student performance and success in science, technology, engineering, and math (STEM). The ability to reason with spatial information is essential for conceptual subjects like chemistry, a deep understanding of which requires dealing with the invisible world of atoms and molecules and linking microscopic properties to macroscopic observables. The link between spatial ability and chemistry achievement is well-studied and documented. The extent to which various teaching tools can help students visualize abstract physicochemical concepts is an active area of research. Virtual reality (VR) can leverage the proximity effect and create immersive learning experiences for students struggling with spatial imagery. For this reason, many VR resources have been developed to teach chemistry, yet the number of studies exploring the potential of VR to enhance spatial ability and chemistry achievement has so far been limited. Here, we report on an exploratory study conducted at a large public institution to evaluate the effect of virtual reality on learning in chemistry students with low visual-spatial skills. Spatial ability was assessed using a visual-spatial pretest. Those students who failed the test were randomized into the VR intervention and control groups. While no statistically significant difference in class performance between these two groups was observed, our data showed some improvement in the median scores in the VR intervention group compared to the control. Future studies enrolling a higher number of participants would help to make more definitive conclusions about the effect of VR on students with low visual-spatial skills.

关键词： First-Year Undergraduate General Demonstrations computer-based learning Multimedia-based learning Atomic Properties Structure Isotopes Periodicity Periodic Table

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Determination of Thermodynamic Parameters Using Digital Image-based Method

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JOURNAL OF CHEMICAL EDUCATION 2023年第11期100卷 4488-4495页

作者： dos Santos, Vagner B. de Sousa, Helayne S. Farias, Renata A. Foguel, Marcos V. de Oliveira, Josiane Lopes Suarez, Willian T. Univ Fed Pernambuco UFPE Dept Quim Fundamental Lab Instrumentacao & Automacao Analit Aplicada LIA BR-50670901 Recife PE Brazil Univ Fed Vicosa Dept Quim BR-36570900 Vicosa MG Brazil

Seeking to foster the learning process and encourage the active participation of undergraduate students, this work proposes a new methodology that involves integrating smartphones into the learning process under a simple and accessible approach to learning in Chemistry and Physics laboratories aiming at facilitating the learning of some chemical concepts, such as thermodynamics and chemical equilibrium. Using RGB model data collected from images captured by students' smartphones, the Delta H degrees, Delta S degrees, and Delta G degrees values of a colorimetric reaction with cobalt complexes were obtained using the equilibrium constant (K-eq) and the concentrations of two complex cobalt ions at varying temperatures. The values obtained from the experiments conducted by the students were in agreement with those reported in the literature at 95% confidence level. The main pedagogical objective of this experiment was to show that based on digital images obtained from a smartphone, one can understand basic physical-chemistry concepts, taught in undergraduate courses, through the application of a simple methodology based on a widely accessible, low-cost technological device, and obtain results similar to those of UV-vis spectrophotometry. The use of digital images led to better assimilation of the concepts of reflectance and absorbance. The students considered the experimental procedure to be positively surprising, since they could use their smartphones to carry out the experiment. This work also presents a step-by-step guide for the acquisition of thermodynamic data using digital images from a smartphone.

关键词： Upper-Division Undergraduate AnalyticalChemistry computer-based learning InstrumentalMethods Thermodynamics UV-vis Spectroscopy

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Empowering Blind and Partially Sighted Middle School Female Students to Pursue STEM Fields

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JOURNAL OF CHEMICAL EDUCATION 2025年第5期102卷 1940-1948页

作者： Chehadeh, Dduha Dashti, Batoul Rashid, Ibtisam Kuwait Inst Sci Res Syst & Software Dev Dept Sci & Technol Sect Safat 13109 Kuwait

The planning, execution, and assessment of a science, namely, chemistry, day for blind and partially sighted female students are described. Twelve female students actively engaged in carrying out scientific experiments using assistive technology (AT). The activities focused mainly on the air around us and the relation between air pressure and volume, namely, Boyle's law. These activities consisted of hands-on experiments and a role-model presentation. The event was assessed through pre- and post-activity surveys from the published literature and by collecting students' comments. The students reported that the event was fun and that they learned a lot. The influence of a reputed role model on the female students was evident in their comments, motivating and inspiring them to pursue scientific goals. However, longitudinal studies are recommended to assess the change in female students' interest in science and foster their interest in pursuing scientific careers.

关键词： computer-based learning Hands-On learning/Manipulatives Laboratory Equipment/Apparatus Elementary/Middle SchoolScience Blindness Blind/Vision Impaired Disability Access

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Interactive Organic Reaction Trajectory Animation iPhone Application (iORA) and Web Site (webORA)

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JOURNAL OF CHEMICAL EDUCATION 2023年第4期100卷 1659-1663页

作者： Chen, Shusen Rossberg, Jared Brown, Jeremiah Reed, Gabriel Todd, Nathan Yu, Allyson Fleming, Steven A. Ess, Daniel H. Brigham Young Univ Provo UT 84604 USA Temple Univ Dept Chem Philadelphia PA 19122 USA

Organic reaction trajectories show atomic motion and molecular reorganization of reactants during a single product-forming collision. iORA is a free (available from the Apple App Store), easy to use, highly interactive iPhone application that provides on-the-fly 3D rendering of organic reaction trajectories calculated with density functional theory (DFT) direct dynamics simulations. Visualization of trajectories using iORA enables qualitative and quantitative learning about organic reaction pathways. iORA users can interactively zoom, rotate, and translate the reaction animations. Users can track distances, angles, and dihedral angles. Other iORA features include buttons to jump to the transition state, control the animation speed, and 3D image display. Currently available reaction classes include Bronsted acid-base, alkyl substitution, alkene addition, alkyne addition, diene addition, rearrangement, oxidation, reduction, carbonyl addition, radical, pericyclic, and aromatic substitution. WebORA is a web-based site that also displays interactive DFT-based organic reaction trajectory simulations from these reaction classes. It can be used by all web browsers and operating systems. iORA and webORA also offer brief trajectory descriptions.

关键词： Second-Year Undergraduate Organic Chemistry computer-based learning Internet Web-based learning Mechanisms of Reactions Molecular Mechanics Dynamics Quantum Chemistry Theoretical Chemistry

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Insights Gained from an Inquiry-Driven Biochemistry Laboratory during the COVID-19 Pandemic

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JOURNAL OF CHEMICAL EDUCATION 2023年第5期100卷 2045-2049页

作者： Nag, Anita Univ South Carolina Upstate Div Nat Sci & Engn Spartanburg SC 29303 USA

The early stages of the COVID-19 pandemic required us to implement innovative ideas, especially in upper level chemistry laboratory courses that train students to implement critical thinking and problem-solving skills. Due to the pandemic enforced close down of the campus in the spring of 2020, many students lacked laboratory skills. At the same time our university, like many others, adopted the HyFlex model to accommodate multiple waves of COVID-19 and to provide flexibility for the students to learn materials from home. In accordance with these changes, the senior-level biochemistry laboratory course was restructured into a hybrid course focusing on the study of a SARS coronavirus protein. To establish inquiry-driven learning, this hybrid course included two modules: Module I included computer-based studies that allowed students to propose a hypothesis, and Module II included in-person laboratory sessions that allowed students to verify the hypothesis. The computer-based module was offered in synchronous hybrid (virtual and in-person) mode, while the hands-on activities were run in a synchronous in-person mode. This computer-based module could be adapted in any biochemistry lecture or laboratory course as a separate module or as a semester-long project to study the structure-function relationship of a protein of interest. In this communication, I present the activities and the key lessons learned from the inquiry driven biochemistry laboratory course. based on this experience, several adjustments are made for future courses to offer flexibility to students.

关键词： Biochemistry collaborative learning computer-based learning inquiry-based learning SARS-coronavirus

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CR322: A Web-based Board Game for Aiding Students in Reviewing Chemical Reactivity

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JOURNAL OF CHEMICAL EDUCATION 2023年第12期100卷 4866-4871页

作者： da Silva Junior, Jose Nunes Leite Junior, Antonio Jose Melo Alexandre, Maria Clara Alexandre, Francisco Serra Oliveira da Silva, Lucas Lima Winum, Jean-Yves Univ Fed Ceara Dept Quim Organ & Inorgan BR-60451970 Fortaleza CE Brazil Inst Fed Educ Ciencia & Tecnol Ceara BR-60040215 Fortaleza CE Brazil Univ Fed Cariri BR-63180000 Barbalha CE Brazil Univ Montpellier Dept Chim Fac Sci F-34095 Montpellier France Univ Montpellier ENSCM CNRS Inst Biomol Max MousseronUMR 5247 F-34095 Montpellier France

This report details the design of an online trilingual (English, French, and Portuguese) interactive virtual board game and its implementation at the Federal University of Ceara in Brazil. It was used as a fun alternative to assist chemistry and pharmacy undergraduate students in reviewing introductory concepts to organic reactions: enthalpy, entropy, Gibbs free energy, chemical equilibrium, chemical kinetics, nucleophiles, electrophiles, and reactive intermediates. Also, learners positively evaluated the game as an alternative method to conventional educational strategies for reviewing the content related to chemical reactivity.

关键词： First-Year Undergraduate Organic Chemistry computer-based learning Humor/Puzzles/Games MolecularProperties Organic Reactions

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Using a Metaverse to Teach Students to Predict the Interaction of Acids and Bases Using Hard and Soft Acids and Bases (HSAB) Theory

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JOURNAL OF CHEMICAL EDUCATION 2023年第9期100卷 3709-3716页

作者： Fanguy, Mik Kharbash, Raisa Korea Adv Inst Sci & Technol KAIST Sch Digital Humanities & Computat Social Sci Daejeon 34141 South Korea Korea Adv Inst Sci & Technol KAIST Dept Chem & Biomol Engn Daejeon 34141 South Korea

The paper describes guidelines for the planning, organization,and implementation of virtual activities within a metaverse environment,aiming to familiarize students with key concepts related to hard andsoft acids and bases (HSAB) theory. The guidelines are based on experiencegained during an online lesson given in January of 2022 for 188 incomingfreshmen at a large Korean university during a week-long science *** proposed lesson involves three parts: 1) a lecture describingHSAB theory, which was conducted on Zoom;2) a group work activityin which students demonstrate their understanding of the lecture conceptswithin a metaverse designed on the *** platform;3) a pairworkactivity within the same metaverse in which students team up to describethe properties and interactions of acids and bases through the creationand presentation of a poster. In end-of-program evaluations, manystudents rated their experiences with social learning in the metaverseas their favorite component of the week-long program, and the instructorswho administered the lesson indicated that the poster presentationsthat the students gave demonstrated a firm grasp of HSAB theory. Thepresent lesson may be useful to practitioners who wish to teach conceptsrelated to HSAB theory in a metaverse, such as ***.

关键词： First Year Undergraduate General Inorganic Chemistry computer-based learning Lewis Acids Bases

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Adventure Legal Medicine: a free online serious game for supplementary use in undergraduate medical education

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INTERNATIONAL JOURNAL OF LEGAL MEDICINE 2023年第2期137卷 545-549页

作者： Anders, Sven Steen, Antonia Mueller, Tjark Krause, Waldemar Sanwald, Annika Raupach, Tobias Ondruschka, Benjamin Krebs, Oliver Univ Med Ctr Hamburg Eppendorf Inst Legal Med D-22529 Hamburg Germany Leibniz Inst Wissensmedien Tubingen Germany Univ Hosp Bonn Dept Med Educ Bonn Germany

Serious games (computer-based learning games) are increasingly used in medical education at various levels, as user access is independent of location and time and promotes non-linear learning. In legal medicine, interactive digital media are still scarce. The freely accessible online serious game "Adventure Legal Medicine " was developed as part of the "Hamburg Open Online University ". The goal was to teach the basics of forensic casework in a point-and-click adventure setting consisting of five cases. During development, 40 medical students were asked to evaluate the game anonymously. The System Usability Scale (SUS) resulted in a mean score of 86.7 (SD 8.3), which corresponds to above-average usability. Further specific evaluations revealed a good to very good rating of the game with no differences in terms of gender (p = 0.214), first-year versus advanced students (p = 0.393) and students who never/rarely or sometimes/often played computer games (p = 0.780). Since there are only a few digital media so far that allow curricular integration into undergraduate teaching in legal medicine, this serious game represents a possibility to integrate digital media into both face-to-face teaching and distance learning and to use it as a supplement to the medical school's own teaching offer, encouraging users to actively engage with the subject.

关键词： Legal medicine Serious game Medical education computer-based learning

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Calibration as side effect? computer-based learning in driver education and the adequacy of driving-task-related self-assessments

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TRANSPORTATION RESEARCH PART F-TRAFFIC PSYCHOLOGY AND BEHAVIOUR 2013年 17卷 63-74页

作者： Weiss, Thomas Petzoldt, Tibor Bannert, Maria Krems, Josef Tech Univ Chemnitz D-09125 Chemnitz Germany Tech Univ Chemnitz D-09107 Chemnitz Germany Univ Wurzburg D-97070 Wurzburg Germany

To reduce the high risk of young, novice drivers being involved in traffic accidents, there have been several attempts to utilize computers for driver education. Previous studies have shown promising results concerning the benefits of using computers for the acquisition of driving-task-related cognitive skills. However, these studies' findings are inconclusive regarding whether using computers for driver education affects drivers' calibration skills. Underdeveloped calibration skills are considered to be an important reason explaining why young, novice drivers are at a higher risk of being involved in an accident relative to other drivers. To examine the effects of computer-based learning in driver education on drivers' calibration skills, we provided student drivers (N = 38) with two different types of learning material (computer-based vs. paper-based, approximately 90 min in duration). Two days later, we presented them with a driving simulator task. Right before the test, the participants were asked to predict the likelihood that they would be able to successfully implement their newly acquired competencies. We chose "anticipatory recognition of hazardous traffic situations" as the learning objective to examine both facets of calibration: accuracy of assessing driving tasks (situational or risk awareness) and accuracy of driving-task-related self-assessments (self-efficacy, state awareness). The analysis of participant's gaze data confirmed our expectation that student drivers who used computer-based learning material would not only detect situation-specific hazard cues sooner but would also demonstrate better comprehension of the information they perceived. Contrary to our expectations, the computer-based learning did not lead to more accurate predictions of test performance. However, it increased the insecurities of the participants, thereby reducing the risk that these student drivers would overestimate their own competence. Because using computers helps studen

关键词： Driver education Novice drivers computer-based learning Calibration Self-assessment Hazard perception

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Artificial Neural Networks Applied to Colorimetric Nanosensors: AnUndergraduate Experience Tailorable from Gold NanoparticlesSynthesis to Optical Spectroscopy and Machine learning

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JOURNAL OF CHEMICAL EDUCATION 2022年第5期99卷 2112-2120页

作者： Revignas, Davide Amendola, Vincenzo Univ Padua Dept Chem Sci I-35131 Padua Italy

Nowadays, technologies involving nanoparticles, colloids,sensors, and artificial intelligence are widespread in society, media, andindustry. It is thus mandatory to integrate them into the curricula ofstudents enrolled in chemistry and materials science. To this purpose, wedesigned a simple assay for the detection of glutathione (GSH) usingsurface-clean gold nanoparticles (Au NPs). The alteration of the electricdouble layer of the Au NPs with increasing GSH concentration causes theparticles to aggregate, producing a measurable change in color. Thisbehavior, which is widely exploited for optical sensing, has been introducedin an undergraduate course to familiarize the students with the concepts ofnanoparticles, colloids, colloidal stability, and sensor features (selectivity,sensitivity, detection range). Nonetheless, there are no analytical models toquantitatively relate the absorption of Au NP colorimetric sensors toanalyte concentration, which is the ideal condition for resorting to machinelearning (ML). Hence, an artificial neural network was instructed in a students'collective data-sharing experiment about machinelearning. Overall, the laboratory experience is safe and highly tailorable to students'background, course duration, availableinstruments, and teacher's didactic objectives. For instance, it can be lifted to the Master's or Ph.D. level by improving thespectroscopic and ML contents or shifted toward the industrial ground by focusing on the nanoparticle synthesis. We propose theintegration of this laboratory experience in the undergraduate and Master's academic programs to stimulate the students with acollection of hot topics that at the same time can consolidate their preparation on arguments of great relevance for their professionallife

关键词： Second-Year Undergraduate Upper-Division Undergraduate Physical Chemistry computer-based learning Hands-On learning Manipulatives Calibration Colloids Nanotechnology Quantitative Analysis Spectroscopy

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