No abstract

A study with K-9 Greek students was conducted in order to evaluate how the declarative knowledge acquisition was affected by incorporating Arduino experiments in secondary Chemistry Education. A Digital Application (DA) that blends the use of the Arduino sensors' experiments with digital educational material, including Virtual Labs (VLs), was constructed from scratch to be used through the Interactive Board (IB) as a learning tool by three different student groups (N = 154). In the first stage of the learning process, all groups used only the digital material of the DA. In the second stage, the three groups used different learning tools of the DA. Through the IB, the first group used Arduino experiments, the second one the VLs, and the third only static visualizations. A pre-to post-test statistical analysis demonstrated that the first two groups were equivalent in regard to achievement in declarative knowledge tests and of a higher level than the third group. Therefore, it can be concluded that conducting Arduino experiments in a mixed virtual-physical environment results in equivalent learning gains in declarative knowledge as those attained by using VL experimentation through the IB.

No abstract

This paper presents an educational digital material on “solid crystal structures,” in which cartoons agents direct undergraduate students on a learning cycle of understanding concepts from the submicroscopic level and correlate with the corresponding macroscopic‐related properties. Specifically, undergraduate students are given the opportunity to study basic crystal structures starting from structural units, composing the unit cells in a three‐dimensional (3D) pattern that are characterized and related with intermolecular forces within them, and finally leading to basic crystalline solids associated with the macroscopic behavior of solid materials expressed by physical and mechanical properties such as hardness, electrical conductivity, etc. The design of the digital material was focused on the cognitive benefits that students gained after viewing 3D visualizations for which students were able to manipulate the rotation or size of them, to enhance their conceptual understanding addressed to chemistry and engineering, accompanied by cartoons agents. Digital material was constructed to be accessible from and compatible with any web browser without any third‐party plugin. A research using a properly designed questionnaire was conducted in the School of Chemical Engineering in Greece where the evaluation indicated that students preferred using this web material due to its simplicity and their active involvement by self‐controlling the pace and the way of learning.

No abstract