As flipped classrooms and asynchronous learning become more popular, digital pedagogical practices are becoming more commonplace. While there is substantial research on the efficacy of these more modern methods in the classroom, little is known about how these methods impact student learning outside of the classroom. Though active learning techniques have been shown to positively impact student outcomes, a question arises as to whether too much autonomy may be problematic for students. Our study explores two different types of digitally assisted learning: simulations, which allow students to independently explore chemistry concepts; and screencasts, in which an instructor-led narrative accompanies a video of simulation use in order to scaffold student understanding. This work focuses on students’ understanding of equilibrium, an inherently difficult concept for general chemistry students. The results of a pre-post analysis of students’ understanding of core equilibrium topics, as well as an eye-tracking analysis of students’ independent use of simulations and screencasts, will be presented.

ChemSims: Digital intervention to shift student understanding of equilibrium

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.