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Graphical Application to Assist Students Understand the Basic Concepts in Acid-Base Titrations

JOURNAL OF CHEMICAL EDUCATION 2022年第4期99卷 1547-1552页

作者： Fernando, L. S. Lanka K. Perera, L. Hasini R. Univ Colombo Dept Chem Colombo 300300 Sri Lanka

During the 1960s, Edgar Dale published the concept that learners are likely to retain more information if they see and hear information rather than justlisten. Therefore, many educational applications have been created for students tolearn theoretical concepts through visuals and in an interactive manner. Microsoft(MS) Excel has been used in many of these applications due to ease of use andwidespread applicability. The main objective of this research is to introduce an MSExcel application to study the theoretical concepts associated with acid-basetitrations. This application allows the user to select the type of titration,Ka/Kbvalueswhere applicable, concentrations of the reagents, titration volume, commonly usedindicators, and follow the variation in the titration curve. With the use of theapplication, students can clearly visualize the change in pH during the titration, bufferregion, and the effect of reagent concentrations andKa/Kbvalues on the titrationcurves. It further allows the user to determine the end point of the titration via afirstderivative plot, observe the variation in fractional composition of the reactive species with pH, and identify the indicator best suitedfor the titration. The application was proven successful when used to teach the concepts of acid-base titrations to a group of high school students

关键词： High School Introductory Chemistry Second-Year Undergraduate First-Year Undergraduate General Analytical Chemistry computer-based learning Acids Bases Titration Volumetric Analysis

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STR120: A Web-based Board Game for Aiding Students in Review of the Structural Theory of Organic Compounds

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JOURNAL OF CHEMICAL EDUCATION 2022年第9期99卷 3315-3322页

作者： Junior, Jose Nunes da Silva Winum, Jean-Yves Basso, Andrea Gelati, Luca Moni, Lisa Junior, Antonio Jose Melo Leite Mafezoli, Jair Zampieri, Davila Alexandre, Francisco Serra Oliveira Veja, Kimberly Benedetti Monteiro, Andre Jalles Univ Montpellier Dept Chim Fac Sci F-34095 Montpellier France Univ Montpellier Inst Biomol Max Mousseron CNRS ENSCMUMR 5247 F-34095 Montpellier France Univ Genoa Dipartimento Chim & Chim Ind I-16146 Genoa Italy Edutainment Formula I-16133 Genoa Italy Univ Fed Ceara Dept Quim Organ & Inorgan Fortaleza BR-60451970 CE Brazil Inst Fed Educ Ciencia & Tecnol Ceara Fortaleza BR-60040215 CE Brazil

This paper provides information about a multi-lingual (Portuguese, English, Spanish, Italian, and French) virtual card game for computers and smartphones. Facing the disruption caused by the Covid-19 pandemic, this game allows students to play remotely or face-to-face with friends in a fun and cooperative environment and review the topics related to the structural theory of organic compounds simultaneously. Brazilian and Italian undergraduate students played and evaluated the game positively. Also, learning assessments revealed that the game promotes learning equivalent to the traditional solving-problem classes. Therefore, the game is a playfu l alternative method to the conventional educational strategies for reviewing the content related to the structural theory of org a n i c compounds in a fun way in a collaborative environment in which the students discuss the answer to each question.

关键词： First-Year Undergraduate General Organic Chemistry computer-based learning Humor Puzzles Games Molecular Properties Structure

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Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach

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JOURNAL OF CHEMICAL EDUCATION 2022年第10期99卷 3406-3417页

作者： Elford, Daniel Lancaster, Simon J. Jones, Garth A. Univ East Anglia Sch Chem Norwich NR4 7TJ Norfolk England

There is little doubt that motivation influences the extent to which individuals engage with online learning experiences. With the increasing role of digital technologies within chemistry higher education, this study illustrates how an augmented reality (AR)-supported educational escape activity (EEA), based on topics of inorganic stereochemistry, can be employed within an online environment. The design aspects of our activity were guided by principles of Self-Determination Theory (SDT)-an intrinsic-extrinsic theory of motivation. We sought to actively support the fundamental needs of competency, autonomy, and relatedness. Our control group was provided with a copy of our EEA that utilized two-dimensional drawings. Reported measures of competency were seen as a positive predictor of intrinsic motivation. However, in this study, this was not observed to be a positive predictor of academic performance. The introduction of AR, over and above the EEA, did not result in any significant differences in reported intrinsic motivation or post-test scores on our stereochemistry test instrument. Collected qualitative data suggest that participants found the activity to be useful and engaging. Through students' discussions, we have provided evidence of how design aspects of the EEA support the psychological needs satisfaction outlined by SDT. The design of our EEA provides one approach to implementing this style of learning activity, in a way that supports virtual presence and is scalable to large student cohorts.

关键词： First-Year Undergraduate/General Collaborative/Cooperative learning Humor/Puzzles/Games computer-based learning Problem Solving/Decision Making Stereochemistry

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Engagement of Students in an Organic Chemistry Lecture/Lab Course via Social Media Using Twitter

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JOURNAL OF CHEMICAL EDUCATION 2022年第9期99卷 3304-3309页

作者： Frohock, Bram H. Macallister, Cade A. Gallardo-Williams, Maria T. North Carolina State Univ Dept Chem Raleigh NC 27695 USA

A teaching team composed of a faculty member (lecture) and a graduate teaching assistant (lab) endeavored to engage students enrolled in several sections of the same organic chemistry course through the use of social media. Students were encouraged to follow both instructors on Twitter and were asked to share aspects of the class using the social media site. Instructors regularly posted content and links relevant to the course and interacted with students, modeling professional social media interactions. Although the extent of student participation was limited, it was determined that this is a possible complementary outlet for class communication, sharing of information, and limited data gathering. In the lab courses, students were found to be more reticent to engage but did use the "follow" function to add the lab instructor to their Twitter networks. Lab and lecture courses were surveyed in order to determine factors affecting student engagement on social media. Results of the surveys and data collected in both courses are discussed with an emphasis on best practices.

关键词： Second-Year Undergraduate Organic Chemistry Internet/Web-based learning Multimedia-based learning computer-based learning

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Cp2TiCl2: Synthesis, Characterization, Modeling and Catalysis

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JOURNAL OF CHEMICAL EDUCATION 2022年第5期99卷 2121-2128页

作者： Johnson, Sara E. Bell, Taylor A. West, Joseph K. Winona State Univ Dept Chem Winona MN 55987 USA

As an alternative to the traditional metallocene laboratory targets, students synthesize Cp2TiCl2, bis(eta(5)-cyclopentadienyOdichloridotitanium(IV), from the mildly moisture-sensitive cis-TiCl4(thf)(2). Air-free handling techniques are emphasized, but the (mostly) air-stable, diamagnetic product is then easily characterized by NMR spectroscopy as well as mass spectrometry and infrared (IR) spectroscopy. This student-generated product is then used as (1) a starting material in the production of the difluoride analogue, Cp2TiF2, and (2) a catalyst for in situ formation of ally! zinc bromide for use in a simple, model Barbier reaction. An additional supplement is also included in which students model the title compound with varying hapticities of the cyclopentadienyl rings. These data are aligned with experimental NMR and IR spectra to support and explain students' findings.

关键词： Upper-Division Undergraduate Inorganic Chemistry Interdisciplinary/Multidisciplinary computer-based learning Hand-On learning/Manipulatives Catalysis Computational Chemistry NMR Spectroscopy Organometallics Synthesis

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User Experience of Universal School-based e-Mental Health Solutions Exploring the Expectations and Desires of Adolescent Users 9th

User Experience of Universal School-Based e-Mental Health So...

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9th International Conference on learning and Collaboration Technologies (LCT) Held as Part of the 24th International Conference on Human-computer Interaction (HCII)

作者： Badawi, Erfan Coursaris, Constantinos K. Senecal, Sylvain Leger, Pierre-Majorique HEC Montreal Montreal PQ Canada

ISBN: (纸本)9783031056574;9783031056567

Due to lack of in-person social interactions and stressful conditions resulting from schools' closures, major lockdowns, and other restrictions imposed for preventing the further spread of COVID-19, there has been a great concern regarding adolescents' mental well-being and their access to mental health resources. Now, e-mental health resources that schools can develop and offer to all their students could play a much more important role: as a valuable, accessible, and affordable means for educating and empowering adolescents to maintain a balanced mental and emotional well-being. In this paper, we aim to explore the expectations and desires of adolescent students from the user experience of universally delivered school-based e-mental health solutions. Through conducting qualitative exploratory interviews with adolescent students and performing contextual analysis, we have identified the core needs, expectations and desires that were shared between high school students pertaining to e-mental health resources. By reporting our findings via diagrams and tables, we offer HCI/UX designers and developers a means to help them create a better strategy for their universal e-mental health solutions and put a more focused effort into addressing the core needs, expectations, and desires of adolescent students from said solutions: first, by providing them the solutions' must-haves (the identified user expectations from the UX of e-mental health solutions), and then, by targeting to include the solutions' nice-to-haves (the identified factors that can make the experience of e-mental health solutions more desirable for the students).

关键词： School-based mental health interventions E-Mental health computer-based learning Human-computer interaction User experience User needs

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Designing Diverse Virtual Reality Laboratories as a Vehicle for Inclusion of Underrepresented Minorities in Organic Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2022年第1期99卷 500-503页

作者： Gallardo-Williams, Maria T. Dunnagan, Cathi L. North Carolina State Univ Instruct Innovat Serv Distance Educ & Learning Technol Applicat DELTA Raleigh NC 27695 USA North Carolina State Univ Dept Chem Raleigh NC 27695 USA

Equal access to an instructor's time and attention can be a barrier experienced by many underrepresented minorities. An instructor's own biases will determine the nature of their interaction with students, and even well-meaning instructors can interact with students in differential ways, which might prevent certain students from having access to the material in the class. This is an insidious problem, which may or may not be recognized in peer and student evaluations, and an issue that might escape self-reflection even in educators that are committed to diversity and inclusion. This issue conflates both actual and perceived biases, introducing a complex dynamic between instructor and student. Virtual reality (VR) provides an avenue to generate materials that can be used to enhance or replace classroom instruction with a great degree of realism. Our approach at NC State University was to design VR laboratories that were as inclusive and diverse as possible. This encompassed sourcing content and tapping talent from students that represented a broad range of races, gender identities, and ethnicities. These realistic simulations offer the advantage of minimizing instructor bias (since the instructor generates the material in the absence of the students) while offering students that might struggle with the instructor in a personal setting the opportunity to experience the best that the instructor has to offer. Analysis of the data collected in a user study of VR materials created for organic chemistry laboratories offers insights into the way that students interact with VR instructors. Comments provided by underrepresented minority students point to the perceived impartiality of the instructor, ability to engage with the material independently, and remote access as some of the desirable features of the experience.

关键词： Second-Year Undergraduate Organic Chemistry Internet/Web-based learning Multimedia-based learning computer-based learning Minorities in Chemistry

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A Simple Chemical Oscillator: The "Educator"

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JOURNAL OF CHEMICAL EDUCATION 2022年第10期99卷 3540-3545页

作者： Kuntzleman, Thomas S. Kuntzleman, Jacob T. Campbell, Dean J. Spring Arbor Univ Dept Chem Spring Arbor MI 49283 USA Michigan Technol Univ Dept Phys Houghton MI 49931 USA Bradley Univ Mund Lagowski Dept Chem & Biochem Peoria IL 61625 USA

A slightly modified version of Lotka's mechanism that gives rise to sustained oscillations is shown to mimic observations of electrochemical oscillations reported during the dissolution of iron from iron electrodes in acidic media. The presentation of the modified mechanism includes only familiar chemical species and, in comparison to other mechanisms of chemical oscillators, is analyzed in a simple manner. Therefore, this new mechanism is particularly well-suited to present to students during introductory discussions on the topic of oscillating chemical reactions.

关键词： Upper-Division Undergraduate Graduate Education Research Physical Chemistry computer-based learning Computational Chemistry Kinetics Mechanisms of Reactions Mathematics Symbolic Mathematics Rate Law Oscillating Chemical Reactions

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Investigating the Impact of Course Content Usage on Student learning in Upper-Level Chemistry Courses

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JOURNAL OF CHEMICAL EDUCATION 2022年第4期99卷 1563-1570页

作者： Ranga, Jayashree S. Salem State Univ Dept Chem & Phys Salem MA 01970 USA

Lecture capture videos were explored as beyond the classroom course materials in upper-level descriptive inorganic chemistry courses during Fall 2017, Fall2018, and Fall 2020 semesters. Page views data from the learning management system(LMS) Canvas site served as a proxy for course content usage materials such as lecture capture videos. There was a significant increase in page views on the LMS site since lecture capture videos were introduced in the course. On the basis of the page views data, students were categorized as high-end users (HEU) and low-end users (LEU). Students in theHEU category used more resources in the course than the students in the LEU ***, students in the HEU category performed significantly better than students in theLEU category on the cumulativefinal exam in the course. The information processingmodel and cognitive load theory suggest that reviewing content helps in minimizinglearning losses, thus promoting student learning. This study suggests that usage of coursecontent materials such as lecture capture videos promoted self-paced learning and helpedstudents with reviewing/learning content through auditory and visual channels assuggested by the cognitive theory of multimedia. Lessons learned from the current study prompted the author to explore makeshiftHyFlex classrooms during the Fall 2021 semester, especially toward the later part of the semester. HyFlex classrooms enabledstudents to attend online classes via Zoom while the other students from the course attended in-person classes. This endeavorparticularly helped those students who missed lectures due to a variety of unforeseen reasons

关键词： Upper-Division Undergraduate Distance learning Self Instruction Internet Web-based learning computer-based learning

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Supporting Social and learning Presence in the Revised Community of Inquiry Framework for Hybrid learning

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 708-714页

作者： Ng, Beatrice Jia Min Han, Jia Yi Kim, Yongbeom Togo, Kenzo Aki Chew, Jia Ying Lam, Yulin Fung, Fun Man Natl Univ Singapore Dept Chem Singapore 117543 Singapore Natl Univ Singapore Sch Comp Singapore 117417 Singapore Natl Univ Singapore Sch Design & Environm Div Ind Design Singapore 117356 Singapore Natl Univ Singapore Inst Appl Learning Sci & Educ Technol ALSET Singapore 119077 Singapore

Teaching and learning became more challenging during the COVID-19 pandemic as classes moved online for both remote and hybrid learning. For hybrid learning, instructors harnessed various technologies to facilitate student-teacher engagement. Here we explored the use of an online collaborative platform, Miro Board, to aid teaching of organic chemistry for hybrid learning. We applied the revised Community of Inquiry (CoI) framework in our teaching exploration to support student-student and student-teacher interactions. Our experiences indicated that the use of Miro Board raises the social and learning presence in the revised CoI.

关键词： First-Year Undergraduate/General Organic Chemistry Collaborative/Cooperative learning Distance learning/Self-Instruction Hands-On learning/Manipulatives Communication/Writing computer-based learning

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