The use of flipped, blended, and online learning is increasing, requiring us to look critically at how students learn using online resources. This study examines how students use simulations and screencasts (an instructor-led video that demonstrates the simulation) to understand key concepts of chemical kinetics. Our research also strives to identify the best practices for use of screencasts and simulations in an online environment. For our study, second semester general chemistry students took a pretest and completed an assignment, including near-transfer follow-up questions, by either interacting with a simulation or watching a matched screencast. Additionally, volunteers were recruited to complete the assignment using eye tracking so we could observe the students’ eye movements as they interacted with the simulation or screencast to investigate how their attention shifted between the simulation/screencasts and the assignment. This poster will describe students’ use of screencasts and simulations and highlight the key differences between their interactions with these materials and their understanding of important kinetics concepts after use.

Using screencasts and simulations to help chemistry students understand chemical kinetics

253rd National Meeting (2017)

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