Technology is becoming increasingly accepted as a tool for educational instruction. Phones and computers are being utilized inside, as well as outside, the classroom. YouTube videos are sometimes used in classrooms as supplemental learning tools. In our experiment, YouTube videos were incorporated into the classroom assignments to improve the students understanding of the electrolyte and thermodynamic concepts. Students, in two sections of a freshman-level, first semester chemistry class, were asked to self-enroll into groups of four to seven people using Blackboard Learn. The videos were then disseminated to each group via QR (Quick Response) codes and/or website addresses using Google Docs. QR Codes are a machine-readable code consisting of an array of black and white squares that are imbedded with URLs to specific multimedia platforms, such as YouTube. QR Code readers are easily accessible to persons with a smartphone for no charge. The experiment incorporated QR Codes linked to YouTube videos into the curriculum. The methodology used involved: (1) sharing a QR code linked to a YouTube video with each group of four to seven members, (2) requiring them to make notes using Google Docs, and (3) write and submit a one-page paper discussing what they saw in the video. Each group, within the two sections, were assigned different videos. Immediately following the due date of the paper, the students were given access to all ten answer keys. The first test of the students understanding of the topic was determined via a video quiz administered to the sections during the following lecture. Data from the papers and quizzes were analyzed using rubrics to evaluate student understanding. Finally, one or two test questions were administered to a control class and the test classes to assess and compare student comprehension. The results illustrate a positive impact on student understanding of these chemical concepts for students that review YouTube videos that demonstrate real world examples of these chemical concepts.

QR codes as a conduit to assess student comprehension of real-world applications of first semester freshman level chemistry concepts

253rd National Meeting (2017)

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