Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry.
Saved in:
| Title: | Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry. |
|---|---|
| Authors: | Casselman, Matthew D.1 (AUTHOR), Eichler, Jack F.1 (AUTHOR), Atit, Kinnari2 (AUTHOR) kinnari.atit@ucr.edu |
| Source: | Science Education. Nov2021, Vol. 105 Issue 6, p1285-1314. 30p. 2 Diagrams, 12 Charts, 3 Graphs, 1 Map. |
| Subject Terms: | *Chemistry students, *Concept learning, *Online education, Stereochemistry, Groupoids, Organic chemistry |
| Abstract: | Embodied learning tools (ELTs), such as building and manipulating models, bolster students' learning of spatially demanding science content, such as stereochemistry. However, studies comparing the effectiveness of virtual to physical ELTs on student learning are limited. This study compares online instruction using a virtual ELT, virtual models, to a physical ELT, physical models, on organic chemistry students' stereochemistry understanding. Furthermore, it identifies which tool promotes the transfer and application of spatial science content to higher order concepts, such as reaction mechanisms. Lastly, the role of students' spatial skills is considered. To assess the magnitude of the effect of each tool, two control groups were included, a text‐based instruction and a no instruction group. Results revealed that the physical model group showed greater stereochemistry understanding compared to the no instruction group, while there was no difference between the virtual model and the no instruction groups. When asked to apply their knowledge to reasoning about reaction mechanisms, the physical model group outperformed the virtual model group and both control groups. Students' spatial skills did not influence their understanding of either concept in any learning condition. These results suggest that regardless of spatial skills, physical ELTs may provide the necessary scaffolding for students to learn spatially demanding science content, whereas virtual ELTs are no more effective than receiving no formal instruction. Furthermore, physical ELTs may be more effective than virtual ELTs in facilitating the application of that knowledge to more complex concepts. These findings have broad implications for online science pedagogy. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 152886886 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Casselman%2C+Matthew+D%2E%22">Casselman, Matthew D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Eichler%2C+Jack+F%2E%22">Eichler, Jack F.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Atit%2C+Kinnari%22">Atit, Kinnari</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> kinnari.atit@ucr.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education%22">Science Education</searchLink>. Nov2021, Vol. 105 Issue 6, p1285-1314. 30p. 2 Diagrams, 12 Charts, 3 Graphs, 1 Map. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Chemistry+students%22">Chemistry students</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Stereochemistry%22">Stereochemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Groupoids%22">Groupoids</searchLink><br /><searchLink fieldCode="DE" term="%22Organic+chemistry%22">Organic chemistry</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Embodied learning tools (ELTs), such as building and manipulating models, bolster students' learning of spatially demanding science content, such as stereochemistry. However, studies comparing the effectiveness of virtual to physical ELTs on student learning are limited. This study compares online instruction using a virtual ELT, virtual models, to a physical ELT, physical models, on organic chemistry students' stereochemistry understanding. Furthermore, it identifies which tool promotes the transfer and application of spatial science content to higher order concepts, such as reaction mechanisms. Lastly, the role of students' spatial skills is considered. To assess the magnitude of the effect of each tool, two control groups were included, a text‐based instruction and a no instruction group. Results revealed that the physical model group showed greater stereochemistry understanding compared to the no instruction group, while there was no difference between the virtual model and the no instruction groups. When asked to apply their knowledge to reasoning about reaction mechanisms, the physical model group outperformed the virtual model group and both control groups. Students' spatial skills did not influence their understanding of either concept in any learning condition. These results suggest that regardless of spatial skills, physical ELTs may provide the necessary scaffolding for students to learn spatially demanding science content, whereas virtual ELTs are no more effective than receiving no formal instruction. Furthermore, physical ELTs may be more effective than virtual ELTs in facilitating the application of that knowledge to more complex concepts. These findings have broad implications for online science pedagogy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=152886886 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/sce.21675 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 1285 Subjects: – SubjectFull: Chemistry students Type: general – SubjectFull: Concept learning Type: general – SubjectFull: Online education Type: general – SubjectFull: Stereochemistry Type: general – SubjectFull: Groupoids Type: general – SubjectFull: Organic chemistry Type: general Titles: – TitleFull: Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Casselman, Matthew D. – PersonEntity: Name: NameFull: Eichler, Jack F. – PersonEntity: Name: NameFull: Atit, Kinnari IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00368326 Numbering: – Type: volume Value: 105 – Type: issue Value: 6 Titles: – TitleFull: Science Education Type: main |
| ResultId | 1 |
