Teaching Process Simulators during COVID-19 Pandemic: Analysis on the Digitalization of a Dry Laboratory

This study revamps and optimizes the teaching and learning process and instrument for the classic binary vapor−liquid equilibrium experiment by combining activity coefficient model simulations and practical exercises. Our teaching process combines a software simulation and practical exercises. Utilizing Aspen software, students can predict phase diagrams, independently design experimental measurement points, and evaluate models through regression. Comparing predicted regression values and experimental data helps students with error analysis and proposed experimental improvements. The experimental design is led by students, with online software assistance provided by the teacher. In addition, compared to traditional boiling bottles, the universality, efficiency, and accuracy of the experimental apparatus in this study are notably improved. The discrepancy between experimental data, prediction, and regression results sparks substantial interest and profound contemplation among students on the characteristics of experimental devices. The student-centered exploratory experiment considerably improves the student−teacher relationship in the context of teaching and learning.

Section: Introductionmentioning

confidence: 99%

Improving the Teaching/Learning Process in the Binary Vapor–Liquid Equilibrium Experiment Based on the Activity Coefficient Model

Qi,

Xu,

Chen

et al. 2024

“…Teaching and learning shifted toward online platforms during the COVID-19 pandemic. Therefore, academics became concerned with the difficulties of designing classrooms for synchronous and asynchronous learning activities, particularly laboratory activities. − Digital game-based learning represents an effective approach: it aids and motivates students, increases their interest, and positively impacts distance learning, rendering it more enjoyable than traditional lectures. The wide availability of smartphone technology in the past few years has also made digital game-based learning a rapidly emerging technology for distance learning education. − However, little research has been conducted on the use of mobile devices to teach factors affecting enzyme activity.…”

Section: Introductionmentioning

confidence: 99%

Metal Demon Conqueror Game: A New Digital Game-Based Learning Tool on Factors Affecting Enzyme Activity

Pinthong,

Poungkaew,

Ampaipis

et al. 2024

The coronavirus (COVID-19) pandemic prevented students from attending on-site classes. Consequently, their face-to-face interactions decreased. Thus, it became crucial to design learning activities to enhance the motivation of students and inspire them to achieve the desired learning outcomes during the long disruption of on-site classes. Mobile devices and applications represent the most frequently used alternatives to online learning tools. During the COVID-19 pandemic, biochemists faced the challenges of integrating technology and biochemistry principles to allow students to investigate difficult topics, such as factors affecting enzyme activity. We created the Metal Demon Conqueror Game to address this difficulty: this new digital game-based learning tool is intended to encourage undergraduate students to learn about factors affecting enzyme activity. This challenging game comprises five levels entailing enzyme concentrations, temperature, cofactors, pH, and the final stage. The content component of the game allows students to explore the fundamental concepts related to factors affecting enzyme activity and enables them to engage in self-paced learning by playing the game from anywhere, at any time. The evaluation questionnaire revealed that the Metal Demon Conqueror Game could promote the learning of the factors affecting enzyme activity and help students grasp the content better than learning from textbooks. Students were interested in using the game and were satisfied with their learning of the factors affecting enzyme activity. Thus, the game offers a more engaging experience than learning from textbooks and is an interactive learning experience for students.

“…Process simulation stands as one of the important cores of chemical engineering, offering users a virtual playground to explore and comprehend the complexities of real-world industrial processes. − In recent years, much attention has been paid to practical and hands-on learning experiences with these process simulation tools. − However, traditional chemical education has predominantly relied on theoretical instruction, often lacking a tangible connection to the practical applications of their studies. Process simulation can bridge this gap by immersing students in a virtual environment that mirrors the challenges and decision-making processes they will encounter in their professional careers. − This not only enhances their grasp of theoretical principles but also cultivates problem-solving skills essential for success.…”

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confidence: 99%

“…Figure shows the growth in publications and citations related to SuperPro Designer from 2014 to 2023. In particular, it excels in addressing bioprocess applications such as fermenters, chromatography, and strainerswhere other process simulation tools like Aspen Plus might have limitations . SuperPro Designer offers a publicly available evaluation version, as well as an academic version open to universities.…”

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confidence: 99%

Exploration and Practice of Online–Offline Blended Teaching in Process Simulation Courses

Lin,

Chen,

Chen

et al. 2024

While process simulation tools offer immense potential in chemical engineering, effectively integrating them into the educational curriculum poses challenges. This work explored and practiced online−offline blended teaching in process simulation courses. The design of this blended course was based on a comparison of students' performances in fully online courses, Massive Open Online Courses (MOOCs) and Small Private Online Course (SPOCs). Approximately 2000 students from academic institutions or industries have participated in these online courses since 2021. The comparison between MOOCs and SPOCs encompassed participation rates and scores, revealing a preference among participants for hands-on software lectures over theoretical ones in the process simulation course. Based on the outcomes of online learning, we redesigned the online−offline blended course to optimize course arrangements, leveraging the complementary advantages of both online and offline instruction. This blended approach manifested in two key aspects: first, the online segment served as a precursor to the offline component, with the offline component acting as an evaluative measure of the online segment; second, the two-unit project-based online learning led to the redesigned five-unit offline instruction, which served as both a supplement and expansion to the two-unit online teaching. Furthermore, offline activities, such as error-correction exercises and case studies conducted through group learning, enhanced students' ability for open-ended and independent thinking and reinforced their understanding of innovation on process simulation, which was lacking in online learning.