Transcript Slide 1

Exploring Interactivity, Dimensionality and
Assessment in a Diagnostic Interactive Prototype for
Visualizing Molecular Geometry and Polarity
Barbara L. Gonzalez, CSUF
Elizabeth Dorland, WUSL
Robin Heyden, Consultant
Matthew Radcliff, Paignton Pictures
California State University Fullerton
Department of Chemistry and Biochemistry
Project Goals
• Design principles for developing animations that promote optimal
use of interactivity and learners’ ability to mentally transform
between two- and three-dimensional representations of structure.
• Development of instruments to assess student understanding of
center of symmetry, molecular geometry, polarity of bonds, and
polarity of molecules.
• Process for the development of animations and assessment
instruments based on design principles from the research literature
informed by controlled studies in classroom settings.
Visualization
•
Visual-Spatial
– Ability to mentally manipulate images in
three dimensions
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•
(Coleman and Gotch, 1998)
Spatial visualization
– Ability to recognize, retain and recall an
object when it or parts of it are moved
•
Spatial orientation
– Ability to remain unconfused by
changes in the orientation of an object
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•
(Bodner and Guay, 1997)
Imagery
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Ability to elicit a visual representation of
a mental model
(Gabel,1999; Mathewson, 1999)
Visualization and Chemistry
• Visual-spatial skills develop from birth and improve
with practice
– (Lord, 1985; Kosslyn, Margolin, Barrett, Goldknopf and
Daly, 1990)
• Spatial-perceptual skills are related to performance
in a chemistry course and males tend to have better
skills in subjects such as science
– (Bodner and Domin, in press; Carter, LaRussa, and Bodner,
1987; Coleman and Gotch, 1998)
• Misconceptions Molecular Geometry and Polarity
– Bilateral-spatial, Electronegativity, VSEPR
– (Furio, Calatayud, Barcenas & Padilla, 200; Meyer, 2005
and Wang, 2007)
Animation
• Multimedia Learning Theory
– Contiguity, coherence, modality and
redundancy
(Mayer & Moreno, 2007; Tversky & Morrison, 2002;
Mayer, 2003; and Mayer & Reed, 2006)
• Animations in Chemistry
– Order effects and achievement
(Sanger 2001; Tasker et al., 2003; and Williamson,
1995)
Assessment Study Setting
• Location
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•
•
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Southern California, USA
Comprehensive university awards BA, BS, MA, MS degrees
59% Female
Mean age 21 years
Minority Serving Institution
• Subjects (n = 228)
• Introductory Chemistry
• General Chemistry 1
• REU and HHMI research students
– Most completed organic chemistry
– Most REU from other universities
•
Duration
– Fall 2007 to Summer 2009
CHEM115 n = 158
CHEM120A n = 65
REU
n= 6
Assessment Study Design
• Quantitative Study
Group
CHEM 120A
CHEM 115
REU
TOTAL
Term
Pre-Test Treatment
F2007-S2008 Quiz 9
Instruction
F2008-S2009
Instruction
Summer 2009 Online
Visualization
Post-Test
Quiz 10
Final Exa m
Online
Subjects
n = 65
n = 157
n=6
n = 228
• Qualitative Study
Group
Pre-Test
CHEM 120A Written
Explanations
CHEM 115
Treatment
Instruction
REU
Visualization
Interview
TOTAL
Online
Interview
Instruction
Post-Test
Written
Explanations
Written
Explanations
Online
Interview
Subjects
n = 65
n = 157
n=6
n = 228
Assessment Research Questions
• Does the frequency of target misconceptions vary by
course and pre-/post- instruction?
– Symmetry as solely a two-dimensional phenonmenon
– Polarity of individual bonds synonymous with molecular polarity
– Incorrect application of VSEPR lone pairs to polarity
• Is there an association between ability to correctly
identify an asymmetric electron distribution in a molecule
with the presence or absence of the three target
misconceptions?
• Will the assessment items contribute to a database of
items appropriate for use for animation prototype for
visualization of molecular geometry and polarity?
Assessment Instruments
• CHEM 115 Final Exam
• CHEM 120A Post Instruction Quiz
• REU Post Animation Online Assessment
For the following, circle the letter of any that have an asymmetric
distribution in the chemical bond (i.e., a polar bond). Explain.
A
B
C
D
H S
H S
H PS H
F H
F H
H S H
H
H
S
S
H
H
Cl
HH SS HH
S H
S H
H Cl
S H
H
H O
S HH O
ClH SS HH
B
C
H
HH SS HH
H S HH
HHSS
H
S
HH
H
S
H
S
H
Cl H S
Cl H
H S H
F
F HH SS F
H
H
H S S HH
H
HHH S
HHSH
SSHH
S HHHHHH SSS HHH
SH
Sample Responses
•CHEM 120A Post Instruction Quiz
Misconception Bond Polarity as Molecular Polarity
•REU Post Animation Online Assessment
Misconception Bond Polarity as Molecular Polarity
S: I still think it’s asymmetrical because… boron is more
electronegative than H so it’s going to pull electrons toward itself.
R: OK. So can you determine in that molecule a line or plane that
separates the negative from the positive charge?
S: Mm…. Not sure.
Online PreTest
Diagnostic Interactive
Online Post Animation Evaluation
1
EvDirMGP1 Indicate your level of agreement with the following statement:
The online lesson that I just completed had directions that were
easy to understand and follow.
No opinion
Strongly Disagree
Disagree
Agree
Strongly Agree
4
EvSbjMGP1 Indicate your level of agreement with the following statement:
The online lesson that I just completed helped me to learn about
molecular structure.
No opinion
Strongly Disagree
Disagree
Agree
Strongly Agree
5
EvBstMGP1 What aspects of the online lesson that you just completed did
you like the best?
6
EvChgMGP1 What changes would you make to the online lesson that you
just completed to make it better?
Asymmetric Molecule Determination
and Misconceptions
Conclusions Assessment Item Studies
• Misconception Lone Pair as Molecular Polarity is most frequent in all
courses
• Frequencies of Symmetry as 2D and Lone Pair as Molecular Polarity
CHEM120A increase pre-/post instruction
(χ2 = 1.67, p > 0.05; (χ2 = 2.13, p > 0.05)
• A significant association Bond Polarity as Molecular Polarity CHEM120A
increase pre-/post instruction (χ2 = 5.54, p ≤ .05)
• An association exists between the ability to correctly identify a molecule
with asymmetric electron distribution and the Symmetry as 2D
misconception ( p ≤ 0.05)
• Assessment items can contribute to a database of items appropriate for use
with an animation prototype for visualizing molecular geometry and
polarity.
Future Research
•Compile a database of assessment items for dynamic and
embedded assessment of molecular geometry and polarity
•Field test item database using paper-pencil, online and oral
interview procedures
•Field test assessment with MGP module
•Determine validity and reliability of items in database
•Pilot items to assess virtual reality context
Project Future
• Continue monthly Skype conference
• Seek funding sources to continue project
– Proposal to Dreyfus submitted June 4, 2009
– Plan proposal to NSF CCLI May 2010
• Incorporate virtual reality component to the project
– Virtual reality spin-off by Robin and Liz
– CSUF Faculty-Student Research Award June 30, 2009
• $1,000 for software, student travel to SCUR
• Continue assessment of diagnostic interactive with general
chemistry undergraduates F2009
• Continue development of diagnostic interactive
– Use data from qualitative interviews and Fall 2009 pilot
– Add the second storyboard
Acknowledgments
• National Science Foundation
– CAREER
– REU
– DRL
REC0133989
CHE0649087
REESE 0634617
• California State University Fullerton
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Dr. Monica Azimoara
Shiloh Betterley
Keegan Konecny
Sarita Mantravadi
Jasmine Radoc
• University California Berkeley
– Elodie Tong-Lin
The Project Team