Determination of the Cognitive Load of Modeling Tasks in Organic Chemistry
Primary Investigator (PI) Name
Kimberly Cortes
Department
CSM - Chemistry and Biochemistry
Abstract
Undergraduate students enrolled in chemistry courses typically experience high levels of stress and frustration when trying to visualize chemical compounds using a 3D representation. Increased amounts of stress can be caused by students having a large cognitive load. Previous research has indicated that manipulating physical models of molecular structures can enhance student understanding in courses, such as organic chemistry. However, when processing problems using models, students sometimes require higher cognitive loads due to completing unnecessary tasks that make processing information more complex. This study focused on determining aspects of a physical modeling activity in Organic Chemistry that impact the cognitive load of students. Tobii Glasses 2 was used to track what students looked at when completing the modeling tasks and electroencephalogram (EEG) to determine what part of the brain was activated during the activity. Results discussed will include observations of how students interacted with the models during the activity, what areas of the brain were activated during the activity, and suggestions for improvement of the activity based on the results.
Disciplines
Organic Chemistry | Science and Mathematics Education
Determination of the Cognitive Load of Modeling Tasks in Organic Chemistry
Undergraduate students enrolled in chemistry courses typically experience high levels of stress and frustration when trying to visualize chemical compounds using a 3D representation. Increased amounts of stress can be caused by students having a large cognitive load. Previous research has indicated that manipulating physical models of molecular structures can enhance student understanding in courses, such as organic chemistry. However, when processing problems using models, students sometimes require higher cognitive loads due to completing unnecessary tasks that make processing information more complex. This study focused on determining aspects of a physical modeling activity in Organic Chemistry that impact the cognitive load of students. Tobii Glasses 2 was used to track what students looked at when completing the modeling tasks and electroencephalogram (EEG) to determine what part of the brain was activated during the activity. Results discussed will include observations of how students interacted with the models during the activity, what areas of the brain were activated during the activity, and suggestions for improvement of the activity based on the results.