In chemistry, three-dimensional models are often used to help students understand difficult topics. Because of the prevalent use of models it is important to understand how students cognitively process information while completing activities using models. In this study, general chemistry students were presented with three-dimensional models and asked to determine bond angles, molecular geometry, and to create structural isomers of the given compound. On the final exercise, students were provided with a picture of a compound and asked to build the mirror image of it. Students simultaneously completed a worksheet related to the physical tasks. Tobii Glasses 2 were used to track eye movement while students completed the exercise, and a 16-channel electroencephalogram (EEG) cap was used to capture cognitive engagement. Results will include a discussion of the cognitive engagement associated with each task and how it corresponds with task performance and students’ spatial abilities.

General chemistry students’ cognitive engagement during an intermolecular interactions modeling activity focused on coordinate-covalent structures

ACS Fall 2021

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