Utilizing Snapchat To Facilitate Engagement with and Contextualization of Undergraduate Chemistry

Abstract

Snapchat is a social media platform with the ability to share media and network with others. The platform has been applied with lower division undergraduate students studying chemistry, biochemistry, and natural sciences. Approximately 140 students followed a "class" account where both images and videos were shared with the aim of allowing them to contextualize subject knowledge in the real world, demonstrate practical setups in the laboratory, and provide an insight into research environments and life as an academic in chemistry. Upon surveying the students, with a 43% response rate, students overwhelmingly agreed that they feel more engaged with chemistry through using Snapchat in this manner (4.32/5.00) and together with it being a useful tool to contextualize their knowledge in chemistry in the real world and their degree program (4.32/5.00). As such, instructors using Snapchat in this way could enhance student engagement with chemistry together with facilitating the ability of students to understand how chemistry can be applied to affect their daily lives.

Chemistry Education Fostering Creativity in the Digital Era

“…Similarly, Professor Hurst in Britain sends undergraduate students studying chemistry, biochemistry, and natural sciences a blend of annotated pictures and videos on Snapchat (Figure ) to allow them to contextualize subject knowledge in the real world, enhance student engagement with chemistry, and provide insight into research environments and life as an academic in chemistry …”

“…Survey of the students (43 % response rate) clearly showed (4.32/5.00) that trainees felt more engaged with chemistry when using the social media app. Said use, furthermore, was found by most students also a helpful tool to contextualize knowledge and understand how chemistry can be applied to affect their daily life …”

Chemical Anthropomorphism: Acting Out General Chemistry Concepts in Social Media Videos Facilitates Student-Centered Learning and Public Engagement

“…Early adopters of social media in the chemistry classroom primarily utilized YouTube as a vehicle for students to make or watch videos that explain chemical concepts, real-world phenomena using chemical principles, [6][7][8][9] lab techniques and lab experiments, [10][11][12][13][14] and even music videos with chemistry-themed lyrics. 15,16 Newer social media apps such Instagram, Snapchat, and TikTok have been utilized to create study aids 17,18 and case study activities 19 , and videos based on the academic research experience 20 or at-home experiments. 21 In this Article, we find that videos based on chemical anthropomorphism-where students physically act out chemical principles, concepts, and behaviors-are particularly potent agents for both student-centered learning and public engagement of chemistry.…”

Chemistry Education Fostering Creativity in the Digital Era

“…Similarly, Hurst in Britain sends undergraduate students studying chemistry, biochemistry, and natural sciences students a blend of annotated pictures and videos on Snapchat ( Figure 5) to allow them to to contextualize subject knowledge in the real world, and enhance student engagement with chemistry, and provide an insight into research environments and life as an academic in chemistry. [30] Images and videos were shared using an account followed by 140 students. Survey of the students (43% response rate) showed overwhelmingly agreement (4.32/5.00): students feel more engaged with chemistry when using the social media app, which was found by most students also a most useful tool to contextualize knowledge and understand how chemistry can be applied to affect daily life.…”

“…Survey of the students (43% response rate) showed overwhelmingly agreement (4.32/5.00): students feel more engaged with chemistry when using the social media app, which was found by most students also a most useful tool to contextualize knowledge and understand how chemistry can be applied to affect daily life. [30]…”