More than ever, there is an increasing
need for digital experimental
learning environments in chemistry. The variety of digital learning
approaches provided to students range from simple videos showing experiments
to highly interactive virtual laboratories. Regardless of which approach
is chosen, a digital learning environment should be adapted to students’
authentic behavior in the laboratory. A special focus should be placed
on their experimental skills to ensure that they are adequately prepared
for the laboratory. Herein, we report how we designed a student-centered
experimental environment on the basis of our observations of students’
authentic behavior and their actions in the laboratory during a titration.
Our work is based on three quality factors: individuality, interactivity,
and realism. Therefore, the derived digital environment mimics students’
decisions in the laboratory and allows a high degree of student-centeredness.
In this article, we describe three aspects of the study: (I) how to
convert students’ actions into decision trees, (II) how to
set up the titration digitally, and (III) how the targeted cohort
of students rated the usability.