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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。然而，有机化学对科学、技术、工程和数学专业的学生来说，这是健康前的一个重大障碍曲目。考试成绩低、不及格率高，是由于信息量大、复杂化学结构和动力学，以及需要创造力和空间思维的过程。挑战是由于学生试图记住事实而不是理解基本概念，这种情况常常会加剧。来自代表性不足群体的学生和第一代大学生的比例往往不成比例做作的。如今的本科生已经习惯了动态 3D 交互环境，这呈现出一种有前途的静态文本或在线程序的学习替代方案。但目前尚无全面的解决方案可用于有机化学。在这里，我们结合了用户体验、游戏设计、可视化和科学教育方面的专业知识，创建创新的游戏化软件，旨在使有机化学的教学和学习更加有效，有吸引力且相关。与关键有机化学概念的相互作用是围绕已证明的问题而设计的解决策略并通过有针对性的、基于会话的练习来交付。练习有利于实时反馈，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玩。在第一阶段，我们开发了一种最小可行产品 (MVP)，即 Mol Stereochemistry，其中包含约第一学期内容的10%。得梅因两个班级学生的学习成果评估 Area Community College 显示，使用 30 至 45 分钟后，平均测试成绩提高了 9% MVP。超过 90% 的学生表示 MVP 提供了“很棒”或“非常棒”的用户体验。我们的第二期利用第一阶段建立的强大的教育和计算框架来开发 Mol Organic Chemistry (Mol)，移动优先的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内容以涵盖所有有机化学 I，包括反应机制，国际纯粹与应用化学联盟命名法，结构测定光谱成像。完整的内容将与基于上下文的游戏化机制相结合，例如基于绩效的奖金、成就、每日和每周的挑战以及设置和跟踪学习促进重复使用的目标。新的可用性和辅助功能将为不同能力的学生和以教师为中心的工具允许修改内容并与学习管理系统。我们将与德克萨斯农工大学的学术合作者合作进行对约 1,000 名有机化学本科生进行的大规模纵向评估。采取 Mol 将共同推动学生的学习成果，并促进教师的采用。