In this study, a set of hybrid images was designed as a new and up‐to‐date unexamined type of external visual representations in the chemistry classroom. One challenging teaching theme was chosen (“Amino acids and proteins”), and the hybrid images were used among novices—primary school students. For the purpose of the study, two groups were formed: experimental and control. The experimental group was taught using the hybrid images, while the control group was subjected to a traditional approach. After conducting the experiment, no statistically significant difference in the average performances between the two groups was found. However, the experimental group outperformed the control group in several test items. Additionally, misconceptions appeared within the C group. The results showed that several hybrid images with a potentially good methodological design might help students to develop conceptual understanding of some important concepts of amino acids and proteins (e.g., formation of peptide bonds). © 2019 International Union of Biochemistry and Molecular Biology, 47(6):644–655, 2019.

The content of organic chemistry is closely related to our everyday life, to nature, and to the human body. Illustrations play a big role in the acquisition of the course material, especially if those help to make the interpretation of the textual content easier. Hybrid illustrations are made up of combinations of realistic images (photographs, drawings) with abstract conventional elements (symbols, models, chemical equations). This type of illustration fuses difficult-to-interpret symbols often found in chemistry with everyday images that bring students closer to the content. The following study examines the use of digitally edited hybrid illustrations in interactive learning tasks that were used in the review and practice lessons on the Hydrocarbons topic in eighth-grade organic chemistry classes. The research took place in an experimental group of students from primary school in Novi Sad (Republic of Serbia), during which the students solved the given tasks on their cell phones via the Moodle platform. In the control group, teaching and learning took place in the traditional, or conventional way applying a lecture and a discussion method. After processing the Hydrocarbons topic, the experimental and control groups underwent the same testing process, the results of which prove the advantages of using the tasks created with the help of digital hybrid illustrations in the abstract parts of the curriculum. Keywords: digital learning, organic chemistry, hydrocarbons, hybrid illustrations