Collaborative Research: Optimizing learning from chemistry simulations: Comparing attention allocation and learning outcomes for assignments with and without instructor screencasts

许多大学生在学习化学方面举步维艰，部分原因是他们无法直接观察到的分子水平粒子相互作用的心理模型的可视化和开发的内在困难。为了帮助学生将这些分子水平的粒子行为与他们在宏观水平上观察到的东西联系起来，教育工作者开发了基于计算机的模拟。化学系统的模拟允许学生观察科学模型，当它们改变不同的变量时，在分子水平上会发生什么。这种模拟越来越多地被纳入高中和大学的课程，因为它们已经被证明对学生对化学的概念理解产生了积极的影响。然而，研究也表明，学生可能会曲解模拟的某些方面，从而产生一些不正确的想法。随着在线、混合和翻转课程越来越受欢迎，这是一个特别重要的考虑因素，这些课程使用模拟来帮助学生在课堂外学习。解决这一问题的一种可能的方法是结合由视频组成的截屏视频，教师在视频中演示如何使用模拟，将学生集中在模拟环境的关键功能上，并帮助他们解释模拟的各个方面。通过比较学生在完成基于模拟的作业前后对关键化学概念的理解，以及学生使用不同在线资源的方式，该项目团队将确定学生在课堂外使用化学模拟的有效方法。项目小组开发的教学材料--包括用于化学模拟的指导性作业和截屏录像--也将在网上免费提供。这个改进的本科生STEM教育(IUSE：EHR)探索与设计项目的主要目标是(1)利用基于研究的设计实践开发一套基于模拟的作业和相关的截屏录像；(2)通过不同的主动学习方法(指导性地使用模拟和教师指导的截屏录像)评估和比较学生的注意力分配和从在线资源中获得的学习成果；以及(3)向化学教师传播开发的材料和方法。为了实现这些目标，将开发脚手架作业，用于预先存在的化学模拟，以使学生专注于实现许多普通化学课程共同的关键学习目标。这些作业将被用作开发相关截屏视频的基础。将使用迭代设计过程来开发高质量、经过验证的材料。然后，项目团队将比较学生在使用教师指导的截屏视频和不使用教师指导的截屏视频时对模拟的使用情况。在这两种情况下，学生将在课外独立工作，完成基于模拟的作业。在一种情况下(没有截屏录像)，学生将完成一项作业，其中书面说明指导他们操作模拟。第二组匹配的学生将通过观看屏幕视频和操纵模拟来完成相同的任务。视线追踪研究将被用来更好地理解学生如何与模拟和截屏视频互动，学生如何使用资源来解决作业中的问题，以及学生如何在完成作业时分配注意力。学生的学习将通过分析考试前/考试后的收获、开放式问题的答案以及涉及绘制分子水平表示法、制作图表或解释数据的近迁移任务来评估。研究结果和相关的教学材料开发，预计将告知化学教师如何从分子水平的现象模拟中优化学生的学习。

Many college students struggle with learning chemistry, in part due to the inherent difficulty of visualizing and developing mental models of molecular level particle interactions that they cannot directly observe. To help students connect these molecular level particle behaviors with what they can observe at the macroscopic level, educators have developed computer-based simulations. Simulations of chemical systems allow students to observe scientific models of what happens at the molecular level when they change different variables. Such simulations are increasingly being incorporated into high school and college courses as they have been shown to positively impact students' conceptual understanding of chemistry. However, the research also indicates that students may misinterpret certain aspects of simulations and thus develop some incorrect ideas. This is a particularly important consideration with the increased popularity of online, blended, and flipped courses that use simulations to aid student learning outside of the classroom. A possible way to address this issue is to incorporate screencasts that consist of videos in which an instructor demonstrates how to use the simulations, focusing students on key features of the simulation environments and helping them interpret aspects of the simulations. By comparing students' understanding of key chemistry concepts before and after they complete such simulation-based assignments, as well as the ways in which students use different online resources, the project team will identify effective ways for students to use chemistry simulations outside of the classroom. The instructional materials developed by the project team - including guided assignments and screencasts to be used with chemistry simulations - will also be made freely available online.The primary objectives of this Improving Undergraduate STEM Education (IUSE:EHR) Exploration & Design project are to (1) develop a set of simulation-based assignments and associated screencasts using research-based design practices; (2) assess and compare student attention allocation and learning gains from the online resources via the different active learning methods (guided use of simulations and instructor-led screencasts); and (3) disseminate the materials and methods developed to chemistry instructors. To accomplish these goals, scaffolded assignments will be developed, to be used with pre-existing chemistry simulations, to focus students on attaining key learning goals common to many general chemistry courses. These assignments will be used as the basis for developing associated screencasts. An iterative design process will be used to develop high quality, validated materials. The project team will then compare student use of simulations with and without the instructor-led screencasts. In both conditions, students will work independently outside of class time to complete simulation-based assignments. In one condition (no screencast), students will complete an assignment in which written instructions guide them in manipulating the simulation. A second group of matched students will complete the same assignment by watching a screencast and manipulating the simulation. Eye tracking studies will be employed to better understand how students interact with the simulations and screencasts, how students use the resources to address questions in the assignments, and how students allocate their attention while completing the assignments. Student learning will be assessed through analyses of pre-/post-test gains; answers to open-ended questions; and near transfer tasks that will involve drawing molecular-level representations, producing graphs, or interpreting data. Research findings, and associated instructional materials developed, are expected to inform chemistry instructors regarding how to optimize student learning from simulations of molecular-level phenomena.