A Prelaboratory Framework Toward Integrating Theory and Utility Value with Laboratories: Student Perceptions on Learning and Motivation

Abstract

Laboratory-based learning can be weakened by a lack of connection with underlying theory and limited contextualization to enhance motivation. To address these shortcomings, a framework for the development of web-based multimedia prelaboratory modules is proposed. The framework incorporates supportive information (content), utility value (context), multimedia design principles (design), and questions/explanatory feedback (formative assessment). On the basis of this framework, prelaboratory modules were developed for three second-year organic chemistry experiments in a chemical engineering course. Each module consists of a few short animation videos and a few questions. The videos include explanation of theories and justification for experimental procedures (supportive information), as well as explanation of utility value to increase student motivation. The effectiveness of the modules was assessed through multiple strategies including a survey with learning and utility value/motivation constructs, student grades for the modules, time spent on the modules, and the number of times videos were watched. Students in general expressed positive views regarding the prelaboratory modules in terms of understanding and relating theory to procedures, and understanding the utility value of the material. Half of the students reported increased motivation as a result of understanding the utility value of the knowledge they acquired. Thus, prelaboratory exercises based on this framework may alleviate some of the educational challenges in undergraduate laboratories.

Adoption of online multimedia resources in a general chemistry laboratory course context: A case study

“…The resources in the current study were found to increase the preparation time of students who sought out alternative ways of studying before class, which is a consistent finding with that of Jolley et al (2016). Pre-laboratory activities have been claimed to address certain problems related to laboratory-based courses (Moozeh et al, 2019); thus, online resources integrated into pre-laboratory activities could offer solutions to some problems regarding laboratory-based instruction. However, the current study found that few students spent time on their pre-laboratory preparation.…”

“…Quizzes and pre-lectures were used to present conceptual knowledge, whereas videos and simulations referred to the improving of skills and procedural knowledge. The prelaboratory categories mostly focused on experimental procedures on how to perform and experiment rather than purely theoretical considerations (Moozeh et al, 2019). However, in recent years, the distinction has been less apparent, and some studies have emphasized online resources to be used for both content and procedural practices (Agustian and Seery, 2017).…”

The role of undergraduate laboratories in the formation of engineering identities: A critical review of the literature

“…Engineering laboratories are key spaces for identity formation; they bridge the 'theory/practice divide', 6 enabling theory to be applied to engineering problem-solving and design, 7 as well as revealing the scientific basis of engineering artefacts 8 whilst engaging students in experiments and active learning. 9 Learning in an engineering laboratory tends to be more active than in classrooms and lecture halls and includes consolidating scientific and engineering concepts, 10 developing engineering design abilities 11 and nurturing professional and social skills.…”

“…Enabling students' access to particular laboratories had 'an influence on identity development by allowing the students to recognise their admission to a specific community'. 19 The positive contribution of active learning in laboratories to engaging students' interest in engineering subject matter and in identity formation was recognised in a number of studies, 7,18 but many studies also pointed to negative experiences in engineering laboratories. Women students and underrepresented groups described themselves as 'isolated', 14 'side-lined' 35 or 'not participating fully'.…”

FUNdamental Developments in the Undergraduate Organic Chemistry Laboratory

“…By understanding the usefulness of the material, students were then more motivated to learn and accomplish their chemistry (Moozeh, Farmer, Tihanyi, Nadar, & Evans, 2019). Formative assessments were included at the end of the video without a time limit.…”