Dominik Diermann, Dennis Huber, Steffen J. Glaser, Jenna Koenen
{"title":"学习 1H NMR 光谱的数字互动工具:SpinDrops 学习环境","authors":"Dominik Diermann, Dennis Huber, Steffen J. Glaser, Jenna Koenen","doi":"10.1021/acs.jchemed.4c00151","DOIUrl":null,"url":null,"abstract":"Nuclear magnetic resonance (NMR) spectroscopy is one of the most important spectroscopy methods in modern chemistry, yet students need help learning and understanding its complex nature. Empirical investigations show that simulation and (interactive) visualizations can support students by offering new possibilities for investigating connections and direct effects of parameter changes. Therefore, this article introduces a digital and interactive learning environment that addresses students’ learning difficulties to facilitate the understanding of crucial <sup>1</sup>H NMR background knowledge. The <i>SpinDrops Learning Environment</i> (SDLE) covers practically useful, basic concepts for interpreting a <sup>1</sup>H NMR spectrum from a theoretical point of view. It includes new interactive visualizations and a dynamic and realistically simulated ppm-spectrum. To evaluate the role and influence of interactivity by parameter control regarding students’ learning processes and conceptual understanding, we designed two SDLE versions differing in the degree of interactivity and dynamics. We then asked <i>N</i> = 50 students to work with the learning environment in a pre-post study with questionnaires on affective constructs and a <sup>1</sup>H NMR knowledge test on conceptual understanding. <i>N</i> = 12 students additionally took part in a think-aloud study. The results showed that students benefit from learning with the SDLE as their conceptual understanding and NMR-related interest, self-efficacy, and estimated knowledge increase significantly. Although the SDLE showed significantly positive effects on students’ learning results and processes, the difference in the degree of interactivity and dynamics inside the software only had a small impact, as revealed in the quantitative and qualitative data.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Digital and Interactive Tool to Learn 1H NMR Spectroscopy: The SpinDrops Learning Environment\",\"authors\":\"Dominik Diermann, Dennis Huber, Steffen J. Glaser, Jenna Koenen\",\"doi\":\"10.1021/acs.jchemed.4c00151\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Nuclear magnetic resonance (NMR) spectroscopy is one of the most important spectroscopy methods in modern chemistry, yet students need help learning and understanding its complex nature. Empirical investigations show that simulation and (interactive) visualizations can support students by offering new possibilities for investigating connections and direct effects of parameter changes. Therefore, this article introduces a digital and interactive learning environment that addresses students’ learning difficulties to facilitate the understanding of crucial <sup>1</sup>H NMR background knowledge. The <i>SpinDrops Learning Environment</i> (SDLE) covers practically useful, basic concepts for interpreting a <sup>1</sup>H NMR spectrum from a theoretical point of view. It includes new interactive visualizations and a dynamic and realistically simulated ppm-spectrum. To evaluate the role and influence of interactivity by parameter control regarding students’ learning processes and conceptual understanding, we designed two SDLE versions differing in the degree of interactivity and dynamics. We then asked <i>N</i> = 50 students to work with the learning environment in a pre-post study with questionnaires on affective constructs and a <sup>1</sup>H NMR knowledge test on conceptual understanding. <i>N</i> = 12 students additionally took part in a think-aloud study. The results showed that students benefit from learning with the SDLE as their conceptual understanding and NMR-related interest, self-efficacy, and estimated knowledge increase significantly. Although the SDLE showed significantly positive effects on students’ learning results and processes, the difference in the degree of interactivity and dynamics inside the software only had a small impact, as revealed in the quantitative and qualitative data.\",\"PeriodicalId\":43,\"journal\":{\"name\":\"Journal of Chemical Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Chemical Education\",\"FirstCategoryId\":\"92\",\"ListUrlMain\":\"https://doi.org/10.1021/acs.jchemed.4c00151\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://doi.org/10.1021/acs.jchemed.4c00151","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
A Digital and Interactive Tool to Learn 1H NMR Spectroscopy: The SpinDrops Learning Environment
Nuclear magnetic resonance (NMR) spectroscopy is one of the most important spectroscopy methods in modern chemistry, yet students need help learning and understanding its complex nature. Empirical investigations show that simulation and (interactive) visualizations can support students by offering new possibilities for investigating connections and direct effects of parameter changes. Therefore, this article introduces a digital and interactive learning environment that addresses students’ learning difficulties to facilitate the understanding of crucial 1H NMR background knowledge. The SpinDrops Learning Environment (SDLE) covers practically useful, basic concepts for interpreting a 1H NMR spectrum from a theoretical point of view. It includes new interactive visualizations and a dynamic and realistically simulated ppm-spectrum. To evaluate the role and influence of interactivity by parameter control regarding students’ learning processes and conceptual understanding, we designed two SDLE versions differing in the degree of interactivity and dynamics. We then asked N = 50 students to work with the learning environment in a pre-post study with questionnaires on affective constructs and a 1H NMR knowledge test on conceptual understanding. N = 12 students additionally took part in a think-aloud study. The results showed that students benefit from learning with the SDLE as their conceptual understanding and NMR-related interest, self-efficacy, and estimated knowledge increase significantly. Although the SDLE showed significantly positive effects on students’ learning results and processes, the difference in the degree of interactivity and dynamics inside the software only had a small impact, as revealed in the quantitative and qualitative data.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.