Simulations, Chemistry, Gases, Eye tracking, General chemistry, Computer-based learning, Distance learning, Multimedia-based learning




Engagement with particle-level simulations can help students visualize the motion and interactions of gas particles, thus helping them develop a more scientifically accurate mental model. Such engagement outside of class prior to formal instruction can help meet the needs of students from diverse backgrounds and provide instructors with a common experience upon which to build with further instruction. Yet, even with well-designed scaffolds, students may not attend to the most salient aspects of the simulation. In this case, a screencast where an instructor provides narrated use of the simulation and points students towards the important observations may provide additional benefits. This study, which is part of the larger ChemSims project, investigates the use of simulations and screencasts to support students’ developing understanding of gas properties by examining student learning gains.

Original Citation

Martinez, B.L., Sweeder, R.D., VandenPlas, J.R., & Herrington, D.G. (2021). Improving conceptual understanding of gas behavior through the use of screencasts and simulations. International Journal of STEM Education. 8(5).

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