Virtual Lab: An Adequate Multi-modality Learning Channel for Enhancing Students’ Perception in Chemistry

Achuthan, Krishnashree; Murali, Smitha S.

doi:10.1007/978-3-319-57264-2_42

Cited by 9 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Content taught in the lectures in the classroom is supplemented and enhanced by MP and LC. During online learning, it is important to have activity-based pedagogy that can engage students in a meaningful way which can involve tools such as virtual labs and simulations (Nedungadi et al, 2015;Nedungadi et al, 2017;Nair et al, 2015;Achuthan & Murali, 2017;Raman et al, 2015;Chandrasekhar et al, 2020). Therefore, we think that the features in MP and LC help in addressing abstract topics such as fields by visualization, video lab demonstrations as well as giving detailed explanation to students which is useful in increasing the conceptual understanding of topics.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Conceptual Understanding of Electricity and Magnetism: Experiences from an Indian University

Ramachandran,

Velankar,

Smith

et al. 2024

Research in Engineering Education Symposium

View full text Add to dashboard Cite

ContextStudents studying for disciplines such as Electrical and Electronics engineering need a good foundation in Electricity and Magnetism (EM). Therefore, it is imperative to know the prior knowledge of students in this topic to address misunderstandings and misconceptions. Purpose or GoalOur motivation is to help students to improve their learning in EM in the post-covid era. We want to introduce suitable pedagogy and learning technology that helps address conceptual misconceptions and engages students. MethodsWe administered the conceptual inventory (CI) known as Brief Electricity and Magnetism Assessment (BEMA) to students at an Indian university studying for a physics degree. Students took BEMA in the first week of the semester (pre-test) and once at the end of the semester (post-test). We introduced the world class Pearson products, viz, Mastering Physics (MP) and Learning Catalytics (LC) and undertook a survey on MP and LC to understand the students' perspective. OutcomesWe found that the scores from BEMA went from 24 % (pre-test) to 39 % (post-test) which is statistically significant with a large effect size (0.99). The results from the MP and LC surveys are positive which indicate that these tools were well received by students. ConclusionThere is an improvement in the conceptual understanding of EM. MP and LC are important factors in the student learning of the subject. Students indicate that they find MP and LC quite useful. Also, the Elearning fatigue needs to be addressed to help students improve further. We intend to introduce BEMA and other CIs to engineering students through our engineering faculty colleagues and use tools such as MP and LC to help students build a solid foundation in EM and physics in general.

show abstract