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Using the Apple iTouch in Undergraduate Organic Chemistry

Using the Apple iTouch in Undergraduate Organic Chemistry. Technology Association of Georgia Excalibur Award – Educational Division. Drs. Mai Yin Tsoi , Julia Paredes, Richard Pennington, David Pursell, Joseph Sloop Dave Gabrell, Kathleen Moore, Gautam Saha.

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Using the Apple iTouch in Undergraduate Organic Chemistry

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  1. Using the Apple iTouch in Undergraduate Organic Chemistry Technology Association of Georgia Excalibur Award – Educational Division Drs. Mai Yin Tsoi, Julia Paredes, Richard Pennington, David Pursell, Joseph Sloop Dave Gabrell, Kathleen Moore, Gautam Saha School of Science and Technology

  2. One Grant  Two Studies Study A: Use of iTouch in Organic Chemistry Course Study B: Development of App in an Interdisciplinary Project Organic Class = client Hiring of ITEC Class for project Modeling real-world Software Development App helps Organic students learn Interviews / Surveys • Videos • Flashcards • Student Surveys • Student Interviews • Class Quizzes

  3. Overview of Organic iTouch Study • GGC Vision and Mission • Rationale/Literature Review • Timeline/Description of Project Design • Quantitative Results • Qualitative Results

  4. School of Science and Technology GGC Vision and Mission GGC Vision1 • learning takes place continuously in and beyond the classroom • innovative use of educational technology • integrated educational experience that develops the whole person • wellspring of educational innovation • dynamic learning community • faculty engagement in teaching and mentoring students • innovative approaches to education SST Mission2 . . . provides an innovative, engaging, outcomes-based learning experience for students in science courses . . . (charge from Dean Thomas G. Mundie) 1Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology

  5. Adapt to Today’s Students To Make Chemistry and Biology Easier • Students often find Chemistry and Biology challenging • Learning is more tied to technology • Technology enhances learning experience IF used • Take the work load to the student, • keep the busy work out of learning School of Science and Technology

  6. Flashcards + Cellphone??? • Flashcards  memorization • Repetition is key! • Rare: carry flashcardseverywhere • Common: carry cell phones everywhere! • Why not take advantage of the learning potential?!? School of Science and Technology

  7. A Preference for Cellphones • Lower cost of ownership versus Laptops • Can expect access outside school • May lead to more “access” of material = more review/learning • Small learning curve • Multimedia • Higher motivation, engagement, time on task Achievement Sturgeon, J., T H E Journal, 2007, 34, 16-18. School of Science and Technology

  8. 1st Generation of Flashcards “I always have my phone, now I always have my flash cards.” • Cell phone with PowerPoint Mobile • Cards organized by text chapter • Format of cards is flexible • Provide students a semester worth of cards at beginning of term • Encourage use during homework, problem solving sessions, and lab • Phones not allowed on graded events School of Science and Technology

  9. 1st Generation of Flashcards “Front” “Back” Ether example: School of Science and Technology

  10. Pros/Cons to Cellphone Flashcards • “seamless learning contexts”1 • “one-to-one” learning2 • Tailored to class needs • preliminary empirical data: positive • Access • Software/hardware compatability • Limited by Powerpoint issues 1Looi, C. et al. (2010) Mobilizing the Research. Education Week, 29, 6, p 34, 36. 2 Banister, S. (2010) Integrating the iPod Touch in K-12 Education: Visions and Vices. Computers in the Schools, 27, 2, p 121-31

  11. iTouch Project – Fall 2010 • Internal GGC Grant = $5000 • Purchased 25 Apple iTouch devices • Distributed to 2 class sections • Voluntary Participation • Demographic Survey • Chemistry Attitude Survey (CAEQ)1 • Surveys after each quiz • Interviews of selected students 1. Dalgety, J. et al. (2003) Development of Chemistry Attitudes and Experiences Questionnaire. Journal of Research in Science Teaching, 40, 7, p 649-668.

  12. Quantitative Results - Preliminary • No significant difference in quiz scores (only 2 of 12 available so far) • No significant difference in Chemistry Attitudes and Experiences (CAEQ scores) • Demographic data not • analyzed yet

  13. Quantitative Results:POSSIBLE ISSUES • Low number of students • Limited content resources • Quizzes not directly linked to iTouch resources • Usage not regulated/documented • Steep learning curve – students AND faculty!

  14. Qualitative Results – Interviewee Demographics • Ages: 21 to 28 years old, self-selected • Allen: Asian male • Keith: Asian male • Dora: Caucasian female • Valerie: Caucasian female -------------------------- • Phung – Asian female • Brenda – Caucasian female • Matt – Caucasian male School of Science and Technology

  15. Summary – Cellphone Cards Users School of Science and Technology

  16. Summary – iTouch Users School of Science and Technology

  17. Trends in Interviews If technology supported learning/study style  USE If learning style was not enhanced by technology  NO USE iTouch added “study purpose” to use Study purpose affected how iTouch used School of Science and Technology

  18. General Indications • Students enjoy using iTouch • Material accessed more frequently • Low n, low power = non-significant statistical results • Learning style/purpose impacts use (or lack of) of mobile device

  19. Podcasts of Lecture & Lab Content; Chair conformations Flashcards CH 10 Flashcards Lab Video Reflux Video

  20. Questions & Comments

  21. Using the iTouch in a Symbiotic, Interdisciplinary Collaboration – TsoiChem App Drs. Mai Yin Tsoi and SonalDekhane

  22. Overview of ITEC/CHEM App Study • Background and Results of Part I • ITEC 3870 • CHEM 2211 • Fundamentals of TsoiChem App • Functional Groups • Quantitative Results • Quiz scores • Usability Testing • Demonstration of TsoiChem App

  23. Mobile App Project-Part I:Background • Background: • Inspiration: daughter’s iTouch experience • Dr. Tsoi’s goal: iTouch learning tool • Main objective: • Will a real-world project impact Software Development students’ learning?

  24. ITEC 3870 – Software Development II • Junior/senior level course • Goal: teach students how to implement SD in real-world projects • Project-based course – project can change each semester • Small enrollment • Mobile apps introduced 1st class meeting

  25. CHEM 2211/2 – Organic Chemistry • Required course for majors in: Biology, Nursing, Pharmacy, Dental, etc. • Historically VERY difficult • Visual in nature – utilizes spatial, logical, abstract thinking • Functional groups – difficult because of variety of representations

  26. What IS a Functional Group? • Specific group of atoms  reactions of molecule • Can be represented different formats • Students must be able to: • Recognize FG in all formats • Name FG • Adjust molecule name to reflect FG (future goal)

  27. Examples of Functional Groups • Amine Ester Alcohol

  28. Issues with Functional Groups • Textbook says: AMINE is • But, these ALL are amines… CONFUSING! CH3CH2NHCH3

  29. Planning of TsoiChem App • Scaffolded Learning • Immediate feedback • Self-Reflection • Haptic Learning • Multiple Modes of Learning (audio, visual) • Extrinsic Motivation • Shallow learning curve • Bloom’s Taxonomy (higher levels)

  30. TsoiChem App • 3 Modes of Learning • Practice It, Name It, Find It • Friendly avatar • Tutorial screens, Help screens • Colors to differentiate / guide user • Visuals re-affirmed by color and sound • Positive visuals/sounds as rewards • Gentle encouragement when incorrect

  31. Functional Group Quiz

  32. Results of App Use – Quiz Results • No statistical difference – app vs. non-app users •  App users at least comparable to non-app users • App did not adversely affect learners’ scores • Need more data - may indicate factors • HOW TsoiChem was used – • WHEN TsoiChem was used • HOW OFTEN TsoiChem was used • Possible: App users = less time studying, but got same score, etc.

  33. Results of App Use – Usability Testing

  34. Results of App Use – Usability Testing

  35. Results of App Use – Usability Testing

  36. TsoiChem App – Learning FG PRACTICE IT NAME IT FIND IT

  37. Future Directions • Pilot TsoiChem at other institutions • Continue refining/editing TsoiChem • Develop more chemistry apps • Acids/bases • Spectroscopy • Mechanisms • Grants to support faster development

  38. Thank You! Dr. Mai Yin Tsoi mtsoi@ggc.edu (678) 524-7992

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