Bio‐organic reaction animations (BioORA): Student performance, student perceptions, and instructor feedback

Abstract

Research shows that computer animations are especially helpful in fields such as chemistry and in this mixedmethods study, we investigate the educational effectiveness of Bio-Organic Reaction Animations (BioORA), a 3-D software, in four undergraduate biochemistry classes at different universities. Statistically significant findings indicate that students performed better on a quiz completed after a lesson with BioORA than after a lesson with regular teaching methods in three out of four classes. Ratings on several survey items completed after experiencing BioORA, including items related to interest, value, and ability, were higher in two classes. Surveys and one-on-one interviews reveal instructor and student experiences with the software as well as the utility of various software features, which can be adopted in other programs. Instructors and students provide suggestions to maximize BioORA's benefits as an educational tool and findings suggest the importance of multiple forms of information to enhance student understanding and reach students with various learning preferences.

Game‐based activities targeting visual literacy skills to increase understanding of biomolecule structure and function concepts in undergraduate biochemistry

“…39 While a number of studies have reported using visual literacy tools in molecular life science courses with corresponding content assessment(s), few employ content and visual literacy assessments. [40][41][42][43][44][45][46][47][48][49][50][51][52] Moreover, many of these tools rely on the use of physical models or virtual environments, either interactive (molecular modeling) or passive (animation). While each tool has its merits and should be incorporated into courses with aligned objectives, each also presents a barrier to use or learning.…”

“…While a number of studies have reported using visual literacy tools in molecular life science courses with corresponding content assessment(s), few employ content and visual literacy assessments 40–52 . Moreover, many of these tools rely on the use of physical models or virtual environments, either interactive (molecular modeling) or passive (animation).…”

A Review of Biochemistry Education Research

“…22 Bioorganic reaction animations were found to improve student performance at three of four classes at different institutions. 23 A virtual approach to the topic of COX enzymes using molecular visualization improved student understanding and student confidence in using online databases. 24 And, the use of a cell-phone-based digital laboratory notebook application improved collaboration among peers and with the instructor.…”

“…Bioorganic reaction animations were found to improve student performance at three of four classes at different institutions . A virtual approach to the topic of COX enzymes using molecular visualization improved student understanding and student confidence in using online databases .…”

Promotion of Spatial Skills in Chemistry and Biochemistry Education at the College Level

“…While visualization software in biochemistry instruction can complement other tools such as physical models, ,, it is clear that its effectiveness depends on the interactivity level of the user with the software. , Visualization software has been used to stimulate independent learning , as well as in more traditional settings such as the laboratory . Additionally, improved interactivity with biorelated animations at the molecular level seems to positively affect a student’s performance regarding structure–function questions . It is also known that animation features that exhibit more variation (such as zooming in, change in position, and labels) are more likely to be noticed by students; therefore, there is a need to carefully choose animations that align its features to learning objectives …”