Adapting to Student Learning Styles: Engaging Students with Cell Phone Technology in Organic Chemistry Instruction

Pursell, David P.

doi:10.1021/ed086p1219

Cited by 36 publications

(19 citation statements)

References 5 publications

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“…The meaningful understanding of science requires students to be able to apply scientific concepts and principles to solve problems in a variety of situations and unfamiliar contexts (Cheng et al 2014). However, traditional views of science education that employ behaviouristic approaches in teaching and that mainly focus on fact memorization and rote learning do not really fit the needs of today's learners (Pursell 2009). The emergence of serious games undoubtedly brings a huge opportunity for science education and holds the potential not only to help learners construct accurate intuitive understandings of science but also to prepare them for future learning through a more flexible and powerful method of instruction (Clark et al 2009).…”

Section: Serious Games In Science Educationmentioning

confidence: 99%

The use of serious games in science education: a review of selected empirical research from 2002 to 2013

et al. 2015

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This research aims to systematically review the empirical studies on the use of serious games in science education from 2002 to 2013. To this end, the Science Citation Index and the Social Science Citation Index databases were used as the literature sources and a total of 53 empirical studies were identified as the review targets. A coding scheme including three major dimensions, namely, the game, pedagogy and research method dimensions, was developed, and, with this coding scheme, a series of content analyses were conducted. These analyses identified several significant research trends among the empirical studies using serious games in science education published from 2002 to 2013, including the following: (1) a surge of interest in the use of serious games in science education was revealed; (2) adventure/role-playing games were the most popular game type used in the reviewed empirical studies; (3) knowledge construction was the major learning goal of these serious games used in science educational settings; (4) most of the reviewed studies were concerned with interdisciplinary learning; (5) relatively fewer studies explicitly introduced the educational theoretical foundations for using serious games in science education or the instructional strategies coupled with the use of serious games; (6) quantitative research designs constituted the most commonly used research approach; and (7) a majority of the reviewed studies focused on investigating the effectiveness of serious games from the perspective of cognitive outcomes. The educational implications and directions for further research derived from the findings of this study are further discussed.

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Section: Serious Games In Science Educationmentioning

confidence: 99%

The use of serious games in science education: a review of selected empirical research from 2002 to 2013

et al. 2015

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“…has been demonstrated that educational technologies within classroom settings can increase student engagement and one's motivation to study (Pursell, 2009), it is not surprising that students were receptive to incorporating mobile technologies in the laboratory setting. While QR codes were found to be a useful learning aid, the use of QR codes alone had no significant relationship with performance on practical examinations.…”

Section: Anatomical Sciences Education Month 2014mentioning

confidence: 99%

Investigating the use of quick response codes in the gross anatomy laboratory

Traser

Hoffman

Seifert

et al. 2014

Anatomical Sciences Ed

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The use of quick response (QR) codes within undergraduate university courses is on the rise, yet literature concerning their use in medical education is scant. This study examined student perceptions on the usefulness of QR codes as learning aids in a medical gross anatomy course, statistically analyzed whether this learning aid impacted student performance, and evaluated whether performance could be explained by the frequency of QR code usage. Question prompts and QR codes tagged on cadaveric specimens and models were available for four weeks as learning aids to medical (n = 155) and doctor of physical therapy (n = 39) students. Each QR code provided answers to posed questions in the form of embedded text or hyperlinked web pages. Students' perceptions were gathered using a formative questionnaire and practical examination scores were used to assess potential gains in student achievement. Overall, students responded positively to the use of QR codes in the gross anatomy laboratory as 89% (57/64) agreed the codes augmented their learning of anatomy. The users' most noticeable objection to using QR codes was the reluctance to bring their smartphones into the gross anatomy laboratory. A comparison between the performance of QR code users and non-users was found to be nonsignificant (P = 0.113), and no significant gains in performance (P = 0.302) were observed after the intervention. Learners welcomed the implementation of QR code technology in the gross anatomy laboratory, yet this intervention had no apparent effect on practical examination performance.

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“…Despite the heated discussion and commercial promotion of using cell phones for distance English learning, the empirical exploration on C-learning in formal English education settings was hard to locate and few have had paid attention to the activity design. Researchers suggested that the success of C-learning depended on an appropriate activity design to persuade students to use cell phones for educa tional purposes (Librero et al, 2007;Prensky, 2005;Pursell, 2009). Therefore, a C-learning activity was carefully designed for this study.…”

Section: C-learning In Efl Teaching In Chinamentioning

confidence: 99%

Integrating Cell Phones into a Chinese High School EFL Classroom: Students’ Attitudes, Technological Readiness, and Perceived Learning

Wang¹,

Chen²,

Fang³

2011

JETDE

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Adapting to Student Learning Styles: Engaging Students with Cell Phone Technology in Organic Chemistry Instruction

Abstract: In the ClassroomThe infamous, dreaded "orgo", a marathon of memorization. Unfortunately, that's how all too many college students view their first exposure to organic chemistry. (1)

Cited by 36 publications

References 5 publications

The use of serious games in science education: a review of selected empirical research from 2002 to 2013

The use of serious games in science education: a review of selected empirical research from 2002 to 2013

Investigating the use of quick response codes in the gross anatomy laboratory

Integrating Cell Phones into a Chinese High School EFL Classroom: Students’ Attitudes, Technological Readiness, and Perceived Learning

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