Chemical Anthropomorphism: Acting Out General Chemistry Concepts in Social Media Videos Facilitates Student-Centered Learning and Public Engagement

Hight, Matthew; Nguyen, Nhien; Su, Timothy

doi:10.26434/chemrxiv.12899774

Cited by 4 publications

(4 citation statements)

References 21 publications

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“…From the students' report, it can be seen that they managed to learn a little about the advanced oxidative process, even if in a little depth, the didactic scientific dissemination video was able to provide this learning to the students. These results are in agreement with the results found in the studies by Hayes et al, 27 Hight, Nguyen, and Su, 28 and Poliakoff, 29 who observed that social media videos were highly effective for audience learning and engagement in chemical concepts.…”

Section: Student 13supporting

confidence: 92%

Chemistry Scientific Dissemination Video: Impact on the Perception of University Students

2023

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This article reports the development of a dissemination work and analysis of the influence of a chemistry science dissemination video on the perception of university students in relation to scientific research carried out at the public university, to scientific dissemination itself and the use of scientific dissemination videos as learning tools. The didactic video of scientific dissemination of a university research in Chemistry was made available as an activity in a distance class for undergraduates of a General Chemistry II course. As a way of complementing the study and, at the same time, evaluating the teaching/learning of the students of the course, it was proposed that they produce didactic videos of scientific dissemination of some research of the Institute of Chemistry related to the theme seen in the classes, chemical bonds. The results obtained showed that didactic videos of scientific dissemination can be produced by undergraduates and that, in their perception, these videos are capable of propagating the value and importance of scientific dissemination and of scientific research carried out in public universities, and in addition, they are a good teaching/learning tool.

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Section: Student 13supporting

confidence: 92%

Chemistry Scientific Dissemination Video: Impact on the Perception of University Students

2023

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“…These movies might help students understand laboratories because they have never completed these experiments before. 21,22 We also noticed that the movies provided by the teacher helped to create an engaging laboratory setting. Besides, the students were able to view videos of lab experiments multiple times, each at their own comprehension rate.…”

Section: Video Benefitsmentioning

confidence: 96%

Teaching Transition in Biochemistry Laboratories during the COVID-19 Outbreak: Tunisian Experience

et al. 2022

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The COVID-19 pandemic forced the transfer of face-to-face instruction to an online mode. The current study sought to describe the delivery of online biochemistry laboratories to undergraduate students. The paper also attempted to assess its advantages and disadvantages at the faculty of dental medicine of Monastir (FDMM), Tunisia. Four online biochemistry laboratory sessions were offered to FDMM year 2 students. To ensure the installation of forums, videos, handouts, workshops, and test-taking, the Moodle platform was employed; however, to conduct synchronous meetings, Microsoft Office Teams was used. More than 95% of students actively participated in e-resources consultation, pretest, and exam taking. However, the student percentage in workshops decreased from phase 1 to phase 2. Just 52% of students attended the forums. The overall overview percentage, students who attended “equal to or more than 80% of the entire activities”, was 27%. Students performed better scores in the first and second exams than in the third and fourth ones. Forums, workshops, and videos were the most important teaching tools that led to the success of the online laboratory. These methods improved conceptual knowledge and scientific process abilities. The current study contributes to the previous literature by investigating the major factors impacting successful e-learning adoption.

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“…Hayes et al (2020) observed that TikTok videos of at-home chemistry experiments can increase knowledge of and interest in chemistry for viewers. In addition to videos showing chemistry experiments, Hight et al (2021) found that students enjoyed creating and consuming content on TikTok that featured anthropomorphized chemistry concepts. Based on an analysis of memetic science content on TikTok, Zeng et al (2020) found that the presence of science on TikTok is dominated by chemistry and physics experiments.…”

Section: Educational Landscape On Tiktokmentioning

confidence: 99%

Exploring TikTok as a promising platform for geoscience communication

et al. 2022

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Abstract. With TikTok emerging as one of the most popular social media platforms, there is significant potential for science communicators to capitalize on this success and to share their science with a broad, engaged audience. While videos of chemistry and physics experiments are prominent among educational science content on TikTok, videos related to the geosciences are comparatively lacking, as is an analysis of what types of geoscience videos perform well on TikTok. To increase the visibility of the geosciences and geophysics on TikTok and to determine best strategies for geoscience communication on the app, we created a TikTok account called “Terra Explore” (@TerraExplore). The Terra Explore account is a joint effort between science communication specialists at UNAVCO, IRIS (Incorporated Research Institutions for Seismology), and OpenTopography. We produced 48 educational geoscience videos over a 4-month period between October 2021 and February 2022. We evaluated the performance of each video based on its reach, engagement, and average view duration to determine the qualities of a successful video. Our video topics primarily focused on seismology, earthquakes, topography, lidar (light detection and ranging), and GPS (Global Positioning System), in alignment with our organizational missions. Over this time period, our videos garnered over 2 million total views, and our account gained over 12 000 followers. The videos that received the most views received nearly all (∼ 97 %) of their views from the For You page, TikTok's algorithmic recommendation feed. We found that short videos (< 30 s) had a high average view duration, but longer videos (> 60 s) had the highest engagement rates. Lecture-style videos that were approximately 60 s in length had more success in both reach and engagement. Our videos that received the highest number of views featured content that was related to a recent newsworthy event (e.g., an earthquake) or that explained location-based geology of a recognizable area. Our results highlight the algorithm-driven nature of TikTok, which results in a low barrier to entry and success for new science communication creators.

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Chemical Anthropomorphism: Acting Out General Chemistry Concepts in Social Media Videos Facilitates Student-Centered Learning and Public Engagement

Cited by 4 publications

References 21 publications

Chemistry Scientific Dissemination Video: Impact on the Perception of University Students

Chemistry Scientific Dissemination Video: Impact on the Perception of University Students

Teaching Transition in Biochemistry Laboratories during the COVID-19 Outbreak: Tunisian Experience

Exploring TikTok as a promising platform for geoscience communication

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