California State University FullertonDepartment of Chemistry and Biochemistry

Exploring Interactivity, Dimensionality and Assessment in a Diagnostic Interactive Prototype for

Visualizing Molecular Geometry and Polarity

Barbara L. Gonzalez, CSUF

Elizabeth Dorland, WUSL

Robin Heyden, Consultant

Matthew Radcliff, Paignton Pictures

Project Goals

• Design principles for developing animations that promote optimal use of interactivity and learners’ ability to mentally transform between two- and three-dimensional representations of structure.

• Development of instruments to assess student understanding of center of symmetry, molecular geometry, polarity of bonds, and polarity of molecules.

• Process for the development of animations and assessment instruments based on design principles from the research literature informed by controlled studies in classroom settings.

Visualization• Visual-Spatial

– Ability to mentally manipulate images in three dimensions

• (Coleman and Gotch, 1998)• Spatial visualization

– Ability to recognize, retain and recall an object when it or parts of it are moved

• Spatial orientation – Ability to remain unconfused by

changes in the orientation of an object• (Bodner and Guay, 1997)

• Imagery– Ability to elicit a visual representation of

a mental model– (Gabel,1999; Mathewson, 1999)

Visualization and Chemistry

• Visual-spatial skills develop from birth and improve with practice– (Lord, 1985; Kosslyn, Margolin, Barrett, Goldknopf and Daly,

1990)

• Spatial-perceptual skills are related to performance in a chemistry course and males tend to have better skills in subjects such as science – (Bodner and Domin, in press; Carter, LaRussa, and Bodner,

1987; Coleman and Gotch, 1998)

• Misconceptions Molecular Geometry and Polarity– Bilateral-spatial, Electronegativity, VSEPR– (Furio, Calatayud, Barcenas & Padilla, 200; Meyer, 2005 and

Wang, 2007)

Animation

• Multimedia Learning Theory– Contiguity, coherence, modality and

redundancy (Mayer & Moreno, 2007; Tversky & Morrison, 2002; Mayer, 2003; and Mayer & Reed, 2006)

• Animations in Chemistry– Order effects and achievement

(Sanger 2001; Tasker et al., 2003; and Williamson, 1995)

Assessment Study Setting• Location

• Southern California, USA• Comprehensive university awards BA, BS, MA, MS degrees• 59% Female• Mean age 21 years• Minority Serving Institution

• Subjects (n = 228)• Introductory Chemistry CHEM115 n = 158• General Chemistry 1 CHEM120A n = 65• REU and HHMI research students REU n = 6

– Most completed organic chemistry

– Most REU from other universities

• Duration– Fall 2007 to Summer 2009

Assessment Study Design

• Quantitative Study

• Qualitative StudyGroup Pre-Test Treatment Post-Test Subjects CHEM 120A Written

Explanations Instruction Written

Explanations n = 65

CHEM 115 Instruction Written Explanations

n = 157

REU Online Interview

Visualization Interview

Online Interview

n = 6

TOTAL n = 228

Group Term Pre-Test Treatment Post-Test Subjects CHEM 120A F2007-S2008 Quiz 9 Instruction Quiz 10 n = 65 CHEM 115 F2008-S2009 Instruction Final Exam n = 157 REU Summer 2009 Online Visualization Online n = 6 TOTAL n = 228

Assessment Research Questions

• Does the frequency of target misconceptions vary by course and pre-/post- instruction?– Symmetry as solely a two-dimensional phenonmenon– Polarity of individual bonds synonymous with molecular polarity– Incorrect application of VSEPR lone pairs to polarity

• Is there an association between ability to correctly identify an asymmetric electron distribution in a molecule with the presence or absence of the three target misconceptions?

• Will the assessment items contribute to a database of items appropriate for use for animation prototype for visualization of molecular geometry and polarity?

Assessment Instruments

• CHEM 115 Final Exam• CHEM 120A Post Instruction Quiz• REU Post Animation Online Assessment

For the following, circle the letter of any that have an asymmetric

distribution in the chemical bond (i.e., a polar bond). Explain.

A B C D

BFF

F

CCl

F

ClF

S OOPClCl ClS HH

S HHS HH S HH S HHS HH S HH

S HHS HHS HH S HHS HH S HH S HH S HH

S HHS HH

S HHS HH S HH S HH

S HH S HH

S HH S HH S HH S HHS HHS HH

S HH S HHS HH

S HH

S HH S HH

S HHS HH

Sample Responses

•CHEM 120A Post Instruction QuizMisconception Bond Polarity as Molecular Polarity

•REU Post Animation Online AssessmentMisconception Bond Polarity as Molecular Polarity

S: I still think it’s asymmetrical because… boron is more

electronegative than H so it’s going to pull electrons toward itself.

R: OK. So can you determine in that molecule a line or plane that

separates the negative from the positive charge?

S: Mm…. Not sure.

Online PreTest

Diagnostic Interactive

Online Post Animation Evaluation

1 EvDirMGP1 Indicate your level of agreement with the following statement: The online lesson that I just completed had directions that were easy to understand and follow.

No opinion Strongly Disagree Disagree Agree Strongly Agree

4 EvSbjMGP1 Indicate your level of agreement with the following statement: The online lesson that I just completed helped me to learn about molecular structure.

No opinion Strongly Disagree Disagree Agree Strongly Agree 5 EvBstMGP1 What aspects of the online lesson that you just completed did

you like the best? 6 EvChgMGP1 What changes would you make to the online lesson that you

just completed to make it better?

CHEM115CHEM120A

REU ALL

0.0%

10.0%

20.0%

30.0%

Percent Frequency

Course

Percent Frequency Post Test Misconceptions By Course

Sym2D

BP-MP

VSEPR

Sym2DBP-MP VSEPR

0.0%5.0%10.0%15.0%20.0%25.0%30.0%Perce

nt Frequency

Misconception

Percent Frequency Misconceptions CHEM 120A Pre-/Post Instruction

Pre-Test

Post-Test

Asymmetric Molecule Determination and Misconceptions

Selection of Asymmetric Molecule

Misconception Incorrect Correct 2 Significance

Sym2D Absent 47.7% 0.9% - nsPresent 45.5% 5.9%

BP-MP Absent 47.7% 0.9% 8.03 p ≤ 0.05Present 50.9% 0.5%

VSEPR Absent 46.4% 2.3% 36.29 p ≤ 0.05Present 28.5% 23.1%

- 115/120Crosstabs Correct Post Test Selection Asymmentric Molecule By Misconception CHEM A

StatisticsResponse

Conclusions Assessment Item Studies

• Misconception Lone Pair as Molecular Polarity is most frequent in all courses

• Frequencies of Symmetry as 2D and Lone Pair as Molecular Polarity CHEM120A increase pre-/post instruction

(χ2 = 1.67, p > 0.05; (χ2 = 2.13, p > 0.05)

• A significant association Bond Polarity as Molecular Polarity CHEM120A increase pre-/post instruction (χ2 = 5.54, p ≤ .05)

• An association exists between the ability to correctly identify a molecule with asymmetric electron distribution and the Symmetry as 2D misconception ( p ≤ 0.05)

• Assessment items can contribute to a database of items appropriate for use with an animation prototype for visualizing molecular geometry and polarity.

Future Research

•Compile a database of assessment items for dynamic and Compile a database of assessment items for dynamic and embedded assessment of molecular geometry and polarityembedded assessment of molecular geometry and polarity

•Field test item database using paper-pencil, online and oral Field test item database using paper-pencil, online and oral interview proceduresinterview procedures

•Field test assessment with MGP moduleField test assessment with MGP module

•Determine validity and reliability of items in databaseDetermine validity and reliability of items in database

•Pilot items to assess virtual reality contextPilot items to assess virtual reality context

Project Future• Continue monthly Skype conference

• Seek funding sources to continue project

– Proposal to Dreyfus submitted June 4, 2009

– Plan proposal to NSF CCLI May 2010

• Incorporate virtual reality component to the project– V

irtual reality spin-off by Robin and Liz

– CSUF Faculty-Student Research Award June 30, 2009

• $1,000 for software, student travel to SCUR

• Continue assessment of diagnostic interactive with general chemistry undergraduates F2009

• Continue development of diagnostic interactive– Use data from qualitative interviews and Fall 2009 pilot

– Add the second storyboard

Acknowledgments

• National Science Foundation– CAREER REC0133989– REU CHE0649087– DRL REESE 0634617

• California State University Fullerton– Dr. Monica Azimoara– Shiloh Betterley– Keegan Konecny– Sarita Mantravadi– Jasmine Radoc

• University California Berkeley– Elodie Tong-Lin

The Project Team