Form versus Function: A Comparison of Lewis Structure Drawing Tools and the Extraneous Cognitive Load They Induce

Abstract

In recent decades, technology has become a constant presence in the chemistry classroom with online homework extensively used in many programs. Although research has pointed to both increased course performance and better study habits in classes that utilize online homework, little work has explored the extraneous load that these platforms place on the learner’s working memory. Cognitive load theory suggests that optimal learning occurs when sufficient capacity is available in working memory to process new information, and as such, it is important that extraneous load be minimized. This research study compared the extraneous load placed on working memory as students constructed Lewis structures under three conditions: using pen-and-paper, using beSocratic, or using a traditional, button-driven online homework system. The results showed that the traditional online homework system induced a statistically significantly larger extraneous load than the other two drawing formats.

Enabling general chemistry students to take part in experimental design activities

“…A heavy germane cognitive load enhances learning and results from instructional design which causes working memory resources to be used for schema acquisition and automation. One example of cognitive load theory applied to chemistry tasks is a series of articles by Grove and colleagues (Cranford et al, 2014;Tiettmeyer et al, 2017;Duffy et al, 2019), which focused on examining students' cognitive loads while they drew Lewis structures of varying complexities and using various drawing tools. Cognitive load theory was important to this current study in framing portions of the data analysis and interpretation.…”

Authoring a TopHat E-Book from Existing Videos: An Explanation and Results from Two Years of Flipping an Organic Chemistry Course

“…Such complementarity would decrease the cognitive overload students may experience by having to "hunt" through both a book and videos while studying in order to learn all the material. 23,24 Additionally, using one's own e-book might reduce instructor apprehensions about having to "bend" lectures to fit book narratives they did not write, and which might not align "perfectly" with their course objectives. Various platforms exist for authoring one's own e-book, such as iBooks Author 25−27 and Kitaboo.…”

“…One solution might be for instructors to create their own fully online, digital, electronic textbooks (“e-books”) based on their videos, as this would combine the advantages of both books and videos (minus the tactility of physical paper) and achieve identical video-textbook complementarity. Such complementarity would decrease the cognitive overload students may experience by having to “hunt” through both a book and videos while studying in order to learn all the material. , Additionally, using one’s own e-book might reduce instructor apprehensions about having to “bend” lectures to fit book narratives they did not write, and which might not align “perfectly” with their course objectives.…”