Mol: An Interactive Learning Platform to Address Difficult Concepts in Organic Chemistry

Mol：解决有机化学中困难概念的交互式学习平台

基本信息

批准号：
9926289
负责人：
William Schneller
金额：
$ 69.55万
依托单位：
SUBSTRATE INTERACTIVE, INC.
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-05-06 至 2021-12-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9926289
关键词：
3-Dimensional Achievement Address Adoption Affect Area Attitude Automobile Driving Biological Chemical Dynamics Chemical Structure Chemistry Complex Computer software Consult Control Groups Creativeness Custom Data Data Collection Disabled Persons Drug Design Drug Kinetics E-learning Educational Curriculum Educational process of instructing Ensure Exercise Faculty Failure Feedback First Generation College Students Foundations Gender Goals Guidelines Happiness Health International Internet Interview Learning Life Medicine Modification Molecular Morphologic artifacts Names Nomenclature Organic Chemistry Outcome Outcome Assessment Performance Pharmaceutical Preparations Pharmacodynamics Pharmacology Phase Population Population Heterogeneity Pre-Post Tests Problem Solving Process Reaction Research Rewards STEM student Structure Students Surveys System Techniques Testing Texas Thinking Time Toxicology Underrepresented Groups Underrepresented Students Universities Visualization Work base cohort collaborative environment college community college computer framework design diaries educational atmosphere experience hands-on learning innovation insight instructor instrumentation interoperability learning outcome member molecular array next generation novel therapeutics programs science education spectroscopic imaging stereochemistry student participation tool treatment group undergraduate student usability web-based tool

项目摘要

Abstract Concepts of organic chemistry are central to medicine and pharmacology. However, organic chemistry represents a significant hurdle for science, technology, engineering, and mathematics students in pre-health tracks. Low exam scores and high failure rates result from the enormous amount of information, complex chemical structures and dynamics, and processes requiring creativity and spatial thinking. The challenge is often exacerbated because students try to memorize facts rather than understanding foundational concepts. Students from underrepresented groups and first-generation college students are often disproportionately affected. Today’s undergraduates are acclimated to dynamic 3D interactive environments, which present a promising learning alternative to static texts or on-line programs. However, no comprehensive solution is available in organic chemistry. Here, we combine our expertise in user experience, game design, visualization, and science education to create innovative, gamified software aimed at making teaching and learning organic chemistry more effective, engaging, and relevant. Interactions with key organic chemistry concepts are designed around proven problem solving strategies and delivered through focused, session-based exercises. Exercises facilitate real-time feedback, provide the opportunity for students to interact with both 2D and 3D molecular visualizations, and harness effective gamification techniques to encourage replay. During Phase I we developed a minimum viable product (MVP), Mol Stereochemistry, which comprises about 10% of the first semester content. Learning outcome assessments by students from two classes at Des Moines Area Community College showed an average test score increase of 9% after 30 to 45 minutes of using the MVP. Over 90% of students indicated the MVP provided a “great” or “very great” user experience. Our Phase II leverages the robust educational and computational framework established in Phase I to develop Mol Organic Chemistry (Mol), a mobile-first, next-generation digital learning environment. The modularity of the existing framework will enable us to scale Mol content to encompass all of Organic Chemistry I including reaction mechanisms, International Union of Pure and Applied Chemistry nomenclature, structural determinations by spectroscopic imaging. This full content will be combined with context-based gamification mechanisms such as performance-based bonuses, achievements, daily and weekly challenges, and setting and tracking learning goals to promote recurring use. New usability and accessibility features will provide accommodations for differently abled students, and instructor-centered tools allow for modification of content and integration with learning management systems. Working with academic collaborators at Texas A&M University we will conduct a large-scale, longitudinal assessment of about 1,000 undergraduate organic chemistry students. Taken together, Mol will drive student learning outcomes, and facilitate adoption by instructors.

抽象的有机化学的概念是医学和药理学的核心。但是，有机化学代表了科学，技术，工程和数学专业学生的重大障碍轨道。低考试成绩和高失败率是由于大量信息，复杂的化学结构和动力学以及需要创造力和空间思维的过程。挑战是通常是因为学生试图记住事实而不是理解基础概念而加剧。来自代表性不足的小组和第一代大学生的学生常常不成比例做作的。当今的本科生适应动态的3D交互环境，这表明有希望学习静态文本或在线程序的替代方案。但是，没有全面的解决方案是有机化学可用。在这里，我们将用户体验，游戏设计，可视化和科学教育方面的专业知识结合在一起创建创新的配套软件，旨在使教学有机化学更有效，引人入胜且相关。与关键有机化学概念的相互作用围绕已验证的问题设计解决策略并通过集中的，基于会话的练习进行。锻炼有助于实时反馈，为学生提供与2D和3D分子可视化互动的机会，以及利用有效的游戏化技术来鼓励重播。在第一阶段，我们开发了最低可行产品（MVP），即Mol立体化学，该化学包括有关第一学期内容的10％。来自得梅因的两个课程的学生的学习成果评估区域社区学院显示，使用30至45分钟后，平均测试评分增加了9％ MVP。超过90％的学生表示MVP提供了“出色”或“非常出色的”用户体验。我们的II期利用I阶段建立的强大的教育和计算框架来开发摩尔有机化学（MOL），一种移动第一代，下一代数字学习环境。现有的模块化框架将使我们能够扩展摩尔含量以涵盖所有有机化学I，包括反应机制，国际纯和应用化学命名结合，结构确定光谱成像。此完整内容将与基于上下文的游戏化机制相结合基于绩效的债券，成就，每日和每周挑战以及设置和跟踪学习促进经常使用的目标。新的可用性和可访问性功能将为能力不同的学生和以讲师为中心的工具可以修改内容和集成学习管理系统。与德克萨斯农工大学的学术合作者合作，我们将进行对约1,000名本科有机化学专业的学生进行了大规模的纵向评估。拍摄 MOL一起推动学生学习成果，并促进讲师的收养。