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Abstract As the use of computers in education increases, adaptive learning platforms are becoming more common. However, these adaptive systems are typically designed to support acquisition of declarative knowledge and/or procedural fluency but rarely address conceptual learning. In this work, we developed the Crystallography Adaptive Learning Module (CALM) for materials science to provide students a tool for individualized conceptual learning. We used a randomized quasi‐experimental design comparing two instructional designs with different levels of computer‐provided direction and student agency. Undergraduate students were randomly assigned to one of two different instructional designs; one design had students complete an individualized, adaptive path using the CALM (N = 80), and the other gave students the freedom to explore CALM's learning resources but with limited guidance (N = 85). Within these two designs, we also investigated students among different cumulative grade point average (GPA) groups. While there was no statistically significant difference in the measure of conceptual understanding between instructional designs or among the groups with the same GPA, there is evidence to suggest the CALM improves conceptual understanding of students in the middle GPA group. Students using CALM also showed increased participation with the interactive learning videos compared to the other design. The number of videos watched in each instructional condition aligns with overall academic performance as the low GPA group received the most assigned supplements but watched the least videos by choice. This study provides insight for technology developers on how to develop educational adaptive technology systems that provide a proper level of student agency to promote conceptual understanding in challenging STEM topics.
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Is This a Helpful YouTube Video? A Research-Based Framework for Evaluating and Developing Conceptual Chemistry Instructional Videos
The advent of sites such as YouTube has allowed learners to access videos to support their classroom learning. Given the varying quality and content of chemistry instructional videos, identifying and selecting appropriate videos can be challenging for both instructors and students. This article aims to summarize education research important for creating videos to support students’ conceptual chemistry learning and identify ways these criteria can be operationalized for use in the framework to evaluate or guide the development of instructional videos focused on conceptual understanding of chemistry topics. The framework helps the user consider the chemistry content of the video through the lenses of the disciplinary Core Ideas, Science Practices, causal mechanistic reasoning, and Johnstone’s Triangle. It also includes design considerations from Mayer’s multimedia theory and considerations for accessibility. Finally, we summarize findings and insights gained from using the framework to evaluate a set of 25 highly viewed or highly relevant YouTube videos related to Le Chatelier’s Principle.
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- PAR ID:
- 10590833
- Publisher / Repository:
- American Chemical Society and the Division of Chemistry Education
- Date Published:
- Journal Name:
- Journal of Chemical Education
- Volume:
- 102
- Issue:
- 2
- ISSN:
- 0021-9584
- Page Range / eLocation ID:
- 621 to 629
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.1021/acs.jchemed.4c01085
