How Multimedia-Based Learning and Molecular Visualization Change the Landscape of Chemical Education Research

Abstract

Visualizations of molecular structure and dynamics are widely used in chemistry classrooms, although the research findings needed to make informed decisions about how best to select and use these materials often are not available. Much of the research on educational uses of visualizations that was conducted in the past does not provide the information needed for today’s students. Collaborations among the research communities of cognitive science, education, and physical and life sciences are helping chemical education researchers to study the instructional uses of visualization techniques, particularly visualization and animation of the particulate state of matter. These collaborations reveal how students perceive and interpret various kinds of multimedia presentations and molecular animations and show how to develop design principles for creating and using effective chemistry visualizations. This paper describes how research studies on multimedia-based learning and molecular visualizations have changed over the past 35 years. It addresses what types of research questions will be useful and examines research methods developed for investigating them.

Impact of technology-infused interactive learning environments on college professors’ instructional decisions and practices

“…Computer related software, web-based applications and simulations developed in various fields of sciences are becoming popular teaching and learning tools among instructors and students (Charlesworth & Vician, 2003;Warnakulasooriya et al, 2005;Dancy, 2006;Dori et al, 2007;Enriquez, 2010;Muthyala & Wei, 2012;Libman & Huang, 2013;Amaral et al, 2013;Jones, 2013;Ellis, 2013). These technological tools are replacing textbooks with e-books and drawings with simulations.…”

“…These technological tools are replacing textbooks with e-books and drawings with simulations. Use of such computer-based resources are becoming increasingly popular in science laboratory courses, including automated instrumentation, molecular modeling and simulation software, digitized data collections, data interpretation and graphing applications (Jones, 2013 (Warnakulasooriya et al, 2005;Libman & Huang, 2013). Webbased instructional designs are developed to align with the cognitive development of the students.…”

“…These web applications are becoming popular, especially in large introductory level classes, both as a learning tool and as an assessment tool. Recent research efforts in science education in collaboration with cognitive, physical, and life sciences revealed how students perceive and interpret various kinds of multimedia presentations and molecular animations (Charlesworth & Vician, 2003;Wu & Shah, 2004;Barak & Dori, 2005;Jones, 2013;Amaral et al, 2013;Libman & Huang, 2013).…”

“…Two main methods of integrating technology into undergraduate classrooms were observed during past decade: (1) construction of technology-infused learning spaces such as SCALE-UP classrooms (Beichner, 2006;Gaffney et al, 2008;Brooks, 2011;Van Horne et al, 2012;Cotner et al, 2013;Florman, 2014) and (2) development of technological learning-tools such as subject specific software designs, web-based software designs, and mobile apps that aid student learning (Amaral et al, 2013;Charlesworth & Vician, 2003;Dancy, 2006;Dori et al, 2007;Ellis, 2013;Enriquez, 2010;Jones, 2013;Libman & Huang, 2013;Muthyala & Wei, 2012;Warnakulasooriya et al, 2005).…”

“…Similarly, the education research literature concerning instructional technology describes a variety of learning tools that can provide hands-on learning opportunities for students. These learning tools enable the comprehension of difficult, abstract concepts specifically with respect to STEM disciplines (Amaral et al, 2013;Charlesworth & Vician, 2003;Dancy, 2006;Dori et al, 2007;Ellis, 2013;Enriquez, 2010;Jones, 2013;Libman & Huang, 2013;Muthyala & Wei, 2012;Warnakulasooriya et al, 2005).…”