Models are a mainstay across the undergraduate chemistry curriculum, but what do students’ pay attention to when using the models during a classroom activity and can an activity be designed to decrease the cognitive load of using the models? This presentation will focus on the preliminary results of several studies looking at what students attend to while using models to complete a classroom activity. Depending on the type of model used during the activity, either the Tobii X2-30 eyetracker or the Tobii Glasses 2 was used to capture gaze data while using models to complete an activity. In addition, electroencephalogram (EEG) is used to determine the degree and location of brain activation while completing the activity. Discussion will focus on the triangulation of the eyetracking and EEG data with observational data to determine the cognitive load of activities and implications for modeling curriculum design.

Measuring the cognitive load of modeling activities in chemistry

255th National Meeting (2018)

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