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Was This Title Generated by ChatGPT? Considerations for Artificial Intelligence Text-Generation Software Programs for Chemists and Chemistry Educators

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JOURNAL OF CHEMICAL EDUCATION 2023年第4期100卷 1413-1418页

作者： Emenike, Mary E. Emenike, Bright U. SUNY Coll Old Westbury Dept Chem & Phys Old Westbury NY 11568 USA Rutgers State Univ Dept Chem & Chem Biol Piscataway NJ 08854 USA

Generative artificial intelligence (GAI) is here;now what? In this commentary, we discuss the potential impacts of GAI text-based systems for the chemistry community. The recent launch of ChatGPT, a free GAI text-based system by OpenAI, has sparked concerns regarding academic integrity and student assessment across all educational levels. However, the capabilities of these systems will impact more than the teaching and learning of chemistry;GAI systems can serve students, faculty, and administrators for teaching and learning, research, and professional activities. Herein we explore various ways students and faculty might use GAI systems, identify potential benefits and risks, and consider equity and accessibility issues. We hope to inspire productive discussions on leveraging GAI technology's capabilities while recognizing its limitations.

关键词： General Public First-Year Undergraduate General Second-Year Undergraduate Upper-Division Undergraduate Graduate Education Research Curriculum Communication Writing Internet web-based learning Professional Development

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An Office-Space Lightboard Studio for Creating Professional Pre-Lecture Videos with Increased Student Engagement

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JOURNAL OF CHEMICAL EDUCATION 2023年第9期100卷 3645-3651页

作者： Perkins, Robert J. Woods, Brian P. St Louis Univ Sch Sci & Engn Dept Chem St Louis MO 63103 USA

This report offerstechnical guidance and encouragementfor anyinstructor or department looking to produce valuable, high-qualityLightboard teaching videos under space and budget constraints. Lightboardswere introduced in a chemical education setting around 2015 as a presentationsetup that allowed the presenter to speak face-to-face to their audiencewhile interacting with their drawings and annotations in real *** reports identified their primary value in providing supplementalvideos. With today's increased emphasis on out-of-class videocontent to supplement in-class active learning, along with a generationof students more accustomed than ever to learning on screens, Lightboardshave incredible potential. An update is needed to help guide instructorson the implementation of Lightboard videos and to assess their benefits.A summary of the materials and technology required for optimizingLightboard video content is offered along with detailed step-by-stepinstructions for easy adoption and accessibility for *** data on student perspectives toward these Lightboard productionssupport the value of this technology, with 74% of our students findingthe newly produced Lightboard video more or significantly more engagingthan the previous, traditional video formats.

关键词： Multimedia-based learning Professional Development Internet web-based learning Demonstrations Curriculum General Public

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A Missed Opportunity for No-Code Chatbots? Current Challenges in Publicly Available Chemistry GPTs

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JOURNAL OF CHEMICAL EDUCATION 2025年第5期102卷 2151-2159页

作者： Sigot, Martin Tassoti, Sebastian Karl Franzens Univ Graz Inst Chem Ctr Chem Educ A-8010 Graz Austria

With the emergence of generative artificial intelligence (GenAI) and ChatGPT, individualization of learning pathways was discussed in the educational context. One way to achieve customization is the use of specialized versions of ChatGPT-so-called GPTs. Those GPTs are publicly available and used daily by thousands of people worldwide. In this work, we analyze the current market of chemistry-specialized GPTs in the OpenAI GPT 'store'. We identify common shortcomings, such as unnecessary activation of features like DALL-E, overly positive use of terms like 'expert' or 'teacher' and the inclusion of copyrighted material. To highlight the urgency of well-designed GPTs in chemistry education, we analyze the most used chemistry-specific GPT in more detail to discuss further problems with GPTs. In summary, we advocate a collaborative effort within the chemistry education community to develop robust and publicly available GPTs. Future research might benefit from a focus on creating and refining these GPTs and exploring their impact on learning in both secondary and tertiary educational settings.

关键词： General Public Generative AI web-based learning

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Approaches to Promoting Student Engagement in Organic Chemistry Before, During, and After the COVID-19 Pandemic: Insights and Reflections

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JOURNAL OF CHEMICAL EDUCATION 2023年第1期100卷 243-250页

作者： King, Susan M. Univ Calif Irvine Dept Chem Irvine CA 92697 USA

Active engagement is critical to student success in Organic Chemistry. In this paper, I trace the trajectory of student engagement in an introductory organic chemistry lecture series over the course of the COVID-19 pandemic. I detail my approach to cultivating student engagement in an online environment, evaluate the success of these approaches and discuss modifications, and recount our efforts to combat the "learned disengagement" that students exhibited upon returning to an in-person class format. Although engagement gradually dwindled over the course of online instruction, multiple interventions succeeded in maintaining a sense of classroom community in students and encouraging active participation. By building opportunities for engagement into the course structure and rewarding students who partake in class activities, I hope to once again enjoy the level of engagement that we had prior to the pandemic.

关键词： Second-Year Undergraduate Organic Chemistry Curriculum Distance learning Self Instruction Collaborative Cooperative learning Testing Assessment Internet web-based learning Student-Centered learning

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ChemVLab plus : Integrating Next Generation Science Standards Practices with Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2023年第6期100卷 2116-2131页

作者： McCormick, Sierra Davenport, Jodi L. Rafferty, Anna N. Raysor, Sandra Yani, Jacklyn Yaron, David WestEd Alameda CA 94501 USA Carleton Coll Northfield MN 55057 USA Carnegie Mellon Univ Pittsburgh PA 15213 USA

The Next Generation Science Standards encourage studentsto developthe reasoning and practice skills of scientists. Rather than promotingrote memorization, teachers engage students with real-world phenomenaand prompt students to think critically. ChemVLab+ is a series offreely available, online modules that require students to reason like chemists by integrating core concepts with investigationsin authentic contexts. Each activity reflects four key design principlesas well as a novel framework for developing chemical reasoning specificto the practice of designing and interpreting experiments. The currentpaper describes the development and testing of the ChemVLab+ modules.A within-teacher randomized control trial study (treatment = 15 classsections with 371 students;control 14 class sections with 332 students)found that students using the ChemVLab+ modules outperformed studentscompleting a set of active control modules that offered a more traditionalinstructional approach and problem-solving opportunities. ChemVLab+students scored higher than their active control peers on 7 of 8 modulequizzes and performed particularly well on open-ended response itemsthat were focused on chemical reasoning for experiments. Analysesof demographic effects also revealed a positive interaction betweenBIPOC students and the ChemVlab+ intervention.

关键词： high school introductory chemistry first-year undergraduate General chemical education research internet web-based learning inquiry-based discovery learning stoichiometry thermodynamics equilibrium

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Chemistry Students as Science Journalists: Creating a Virtual Magazine about COVID-19

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JOURNAL OF CHEMICAL EDUCATION 2023年第1期100卷 380-388页

作者： Soterio, Carolina Queiroz, Salete Linhares Univ Sao Paulo Sao Carlos Inst Chem BR-13566590 Sao Paulo Brazil

The COVID-19 pandemic is also an infodemic, which has brought scientists closer to the popular media, highlighting the need for training in public communication of science and technology. A virtual magazine environment based on this scenario was simulated during a science communication course attended by first-year undergraduate chemistry students, who assumed the role of science journalists. The instructor, in the role of editor, organized a special issue on chemistry and COVID-19 and structured the activities into science communication classes, agenda building, interviews with nonexperts, writing popular science texts, peer reviews, and online publishing. Fifty-eight popular science texts were produced on different topics of chemistry related to the pandemic. The activity contributed to improving communication, information literacy, and media and technology which are the 21st skills for science education.

关键词： first-year undergraduate general interdisciplinary multidisciplinary public understanding outreach communication writing internet web-based learning applications of chemistry student-centered learning

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web-based Training and the Roles of Self-Explaining, Mental Effort, and Smartphone Usage

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TECHNOLOGY KNOWLEDGE AND learning 2023年第3期28卷 1079-1094页

作者： Hefter, Markus H. Bielefeld Univ Dept Psychol Univ Str 25POB 10 01 31 D-33615 Bielefeld Germany

The rising prevalence of online courses and ubiquitous smartphone use pose challenges to researchers and instructors. Open questions concern the effectiveness of digital interventions under unsupervised non-lab conditions, as well as potential associations between interruptions, smartphone usage, and learning. We experimentally tested a web-based training intervention based on video examples and self-explanation prompts with 53 undergraduate teacher students (training condition, n = 27 versus control condition, n = 26). Despite the unsupervised non-lab conditions with potential distractions and interruptions, we found the expected effect on learning outcomes. More interestingly, this effect was completely mediated by self-explanation quality. Furthermore, the effect of self-explanation quality on declarative knowledge was moderated by the number of interruptions during the web-based learning. Moreover, we implemented a simple yet valid method to assess the learners' mean daily smartphone usage time. To do that, we relied on logging-functions most smartphones already have preinstalled. We detected moderate, negative correlations between the learners' mean daily smartphone usage and their task engagement (i.e., mental effort and lack of interruptions) during our intervention. Our findings emphasize how effective it is to self-explain video examples, and how important it is to not get interrupted during web-based learning.

关键词： web-based learning Training intervention Self-explaining Mental effort Smartphone usage Task engagement

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Exploring the Structure of Proteins and Other Biomolecules with a VR Museum: Lessons in Classroom Integration

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JOURNAL OF CHEMICAL EDUCATION 2023年第7期100卷 2574-2582页

作者： Calma-Roddin, Nicole Park, Kevin Keighron, Jacqueline New York Inst Technol Dept Behav Sci Old Westbury NY 11568 USA New York Inst Technol Dept Biol & Chem Sci Old Westbury NY 11568 USA New York Inst Technol Dept Biol & Chem Sci Old Westbury NY 11568 USA

The three-dimensional nature of macromolecules is often difficult for undergraduate students to grasp. This leads to difficulties in understanding key concepts in Biochemistry, such as protein function and conformational change. Virtual reality (VR) technologies, which can aid students in three-dimensional visualizations, have been shown to increase student motivation, but published reports do not universally agree about whether VR improves student comprehension. Here we present the implementation of a VR experience that was designed to complement existing biochemistry experiments and an analysis of both student engagement with and understanding of the material presented in VR. Results indicate that students enjoyed this interactive, immersive activity and suggest evidence of increased understanding. However, the effectiveness of the VR experience-and effective assessment of such an experience-may depend on a number of factors. [GRAPHICS] .

关键词： Upper-Division Undergraduate Biochemistry web-based learning

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Investigating the Use of an Artificial Intelligence Chatbot with General Chemistry Exam Questions

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JOURNAL OF CHEMICAL EDUCATION 2023年第5期100卷 1905-1916页

作者： Clark, Ted M. Ohio State Univ Dept Chem & Biochem Columbus OH 43210 USA

The artificial intelligence chatbot ChatGPT was used to answer questions from final exams administered in two general chemistry courses, including questions with closed -response format and with open-response format. For closed -response questions, ChatGPT was very capable at identifying the concept even when the question included a great deal of chemical symbolism. However, ChatGPT's success at solving problems was only 44%, a value well below the class average of 69%. On open -response questions, ChatGPT's responses displayed strong language processing ability with higher performance on questions that could be solved with more generalizable information compared to questions that required specific skills, especially when those topics or skills were primarily found in lecture. Incorrect responses and flawed explanations were often logically sound and would be persuasive to a novice. The chatbot is currently ill-equipped to provide reliable answers or explanations to students for many representative exam questions, but a potential use is to create assignments in which students analyze and improve ChatGPT's responses.

关键词： General Public High School Introductory Chemistry First-Year Undergraduate General Internet web-based learning Misconceptions Discrepant Events Problem Solving Decision Making Testing Assessment

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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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