Collaborative Research: Optimizing learning from chemistry simulations: Comparing attention allocation and learning outcomes for assignments with and without instructor screencasts

协作研究：优化化学模拟学习：比较有或没有教师截屏的作业的注意力分配和学习结果

• 批准号: 1702592
• 负责人: Ryan Sweeder
• 金额: $ 9.47万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1702592&HistoricalAwards=false
• 关键词: Collaborative; Research; Optimizing; learning; chemistry

Many college students struggle with learning chemistry, in part due to the inherent difficulty of visualizing and developing mental models of molecular level particle interactions that they cannot directly observe. To help students connect these molecular level particle behaviors with what they can observe at the macroscopic level, educators have developed computer-based simulations. Simulations of chemical systems allow students to observe scientific models of what happens at the molecular level when they change different variables. Such simulations are increasingly being incorporated into high school and college courses as they have been shown to positively impact students' conceptual understanding of chemistry. However, the research also indicates that students may misinterpret certain aspects of simulations and thus develop some incorrect ideas. This is a particularly important consideration with the increased popularity of online, blended, and flipped courses that use simulations to aid student learning outside of the classroom. A possible way to address this issue is to incorporate screencasts that consist of videos in which an instructor demonstrates how to use the simulations, focusing students on key features of the simulation environments and helping them interpret aspects of the simulations. By comparing students' understanding of key chemistry concepts before and after they complete such simulation-based assignments, as well as the ways in which students use different online resources, the project team will identify effective ways for students to use chemistry simulations outside of the classroom. The instructional materials developed by the project team - including guided assignments and screencasts to be used with chemistry simulations - will also be made freely available online.The primary objectives of this Improving Undergraduate STEM Education (IUSE:EHR) Exploration & Design project are to (1) develop a set of simulation-based assignments and associated screencasts using research-based design practices; (2) assess and compare student attention allocation and learning gains from the online resources via the different active learning methods (guided use of simulations and instructor-led screencasts); and (3) disseminate the materials and methods developed to chemistry instructors. To accomplish these goals, scaffolded assignments will be developed, to be used with pre-existing chemistry simulations, to focus students on attaining key learning goals common to many general chemistry courses. These assignments will be used as the basis for developing associated screencasts. An iterative design process will be used to develop high quality, validated materials. The project team will then compare student use of simulations with and without the instructor-led screencasts. In both conditions, students will work independently outside of class time to complete simulation-based assignments. In one condition (no screencast), students will complete an assignment in which written instructions guide them in manipulating the simulation. A second group of matched students will complete the same assignment by watching a screencast and manipulating the simulation. Eye tracking studies will be employed to better understand how students interact with the simulations and screencasts, how students use the resources to address questions in the assignments, and how students allocate their attention while completing the assignments. Student learning will be assessed through analyses of pre-/post-test gains; answers to open-ended questions; and near transfer tasks that will involve drawing molecular-level representations, producing graphs, or interpreting data. Research findings, and associated instructional materials developed, are expected to inform chemistry instructors regarding how to optimize student learning from simulations of molecular-level phenomena.

许多大学生在学习化学方面挣扎，部分原因是他们无法直接观察到的分子水平粒子相互作用的心理模型的固有困难。为了帮助学生将这些分子水平的粒子行为与他们在宏观水平上观察到的行为联系起来，教育工作者开发了基于计算机的模拟。化学系统的仿真使学生可以观察科学模型，以改变分子水平发生不同变量时发生的情况。这些模拟越来越多地被纳入高中和大学课程中，因为它们已被证明会对学生对化学的概念理解产生积极影响。但是，研究还表明，学生可能会误解模拟的某些方面，从而提出一些不正确的想法。这是一个特别重要的考虑因素，因为在线，混合和翻转课程的普及程度不断增加，这些课程使用模拟来帮助学生在课堂外学习。解决此问题的一种可能方法是合并由视频组成的屏幕录像，其中讲师演示了如何使用模拟，将学生集中在模拟环境的关键特征上，并帮助他们解释模拟的各个方面。通过比较学生完成此类基于模拟的作业之前和之后对关键化学概念的理解，以及学生使用不同在线资源的方式，项目团队将确定学生在课堂外使用化学模拟的有效方法。项目团队开发的教学材料（包括与化学模拟一起使用的指导作业和屏幕截图）也将在网上免费提供。这项改进的本科STEM教育（IUSE：EHR）探索项目的主要目标是（1）开发一套基于模拟的屏幕和基于研究的屏幕，使用基于研究的屏幕设计； （2）通过不同的主动学习方法（指导使用模拟和讲师主导的屏幕截图）评估和比较学生的注意力分配和学习收益。 （3）传播到化学讲师开发的材料和方法。为了实现这些目标，将开发脚手架任务，以与现有的化学模拟一起使用，以专注于学生达到许多一般化学课程共有的关键学习目标。这些作业将用作开发相关屏幕截图的基础。迭代设计过程将用于开发高质量的经过验证的材料。然后，项目团队将比较有或没有讲师主导的屏幕截图的学生使用模拟的使用。在这两种情况下，学生都将在课堂时间之外独立工作，以完成基于模拟的作业。在一个条件下（没有屏幕截图），学生将完成一项作业，其中书面说明指导他们操纵模拟。第二组匹配的学生将通过观看屏幕截图并操纵模拟来完成相同的作业。将采用眼睛跟踪研究，以更好地了解学生如何与模拟和屏幕截图互动，学生如何使用资源来解决作业中的问题以及学生在完成作业时如何分配注意力。学生学习将通过分析预/后测试的分析来评估；开放式问题的答案；以及将涉及绘制分子级表示，产生图形或解释数据的近传输任务。研究发现以及开发的相关教学材料有望为化学讲师提供有关如何从分子级现象的模拟中优化学生学习的信息。

项目成果

ChemSims: using simulations and screencasts to help students develop particle-level understanding of equilibrium in an online environment before and during COVID

ChemSims：使用模拟和截屏视频帮助学生在新冠疫情之前和期间对在线环境中的平衡进行粒子级理解

• DOI: 10.1039/d2rp00063f
• 发表时间: 2022
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Herrington, Deborah G.;Hilborn, Shanna M.;Sielaff, Elizabeth N.;Sweeder, Ryan D.
• 通讯作者: Sweeder, Ryan D.

Improving conceptual understanding of gas behavior through the use of screencasts and simulations

通过使用截屏视频和模拟提高对气体行为的概念理解

• DOI: 10.1186/s40594-020-00261-0
• 发表时间: 2021
• 期刊: International Journal of STEM Education
• 影响因子: 6.7
• 作者: Martinez, Brianna L.;Sweeder, Ryan D.;VandenPlas, Jessica R.;Herrington, Deborah G.
• 通讯作者: Herrington, Deborah G.

Supporting students’ conceptual understanding of kinetics using screencasts and simulations outside of the classroom

在课堂外使用截屏视频和模拟支持学生对动力学的概念性理解

• DOI: 10.1039/c9rp00008a
• 发表时间: 2019
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Sweeder, Ryan D.;Herrington, Deborah G.;VandenPlas, Jessica R.
• 通讯作者: VandenPlas, Jessica R.

Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding

使用模拟和截屏视频来提高学生对粘合中能量概念的理解

• DOI: 10.1021/acs.jchemed.0c00470
• 发表时间: 2021
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: VandenPlas, Jessica R.;Herrington, Deborah G.;Shrode, Alec D.;Sweeder, Ryan D.
• 通讯作者: Sweeder, Ryan D.

Students’ Independent Use of Screencasts and Simulations to Construct Understanding of Solubility Concepts

学生独立使用截屏视频和模拟来构建对溶解度概念的理解

• DOI: 10.1007/s10956-017-9684-2
• 发表时间: 2017
• 期刊: Journal of Science Education and Technology
• 影响因子: 4.4
• 作者: Herrington, Deborah G.;Sweeder, Ryan D.;VandenPlas, Jessica R.
• 通讯作者: VandenPlas, Jessica R.