Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile

School of Science and TechnologySchool of Science and Technology

Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile

Drs. Mai Yin Tsoi, David Pursell Richard Pennington, Joseph Sloop,

Julia ParedesSchool of Science and Technology

USG 40th Annual Computing Conference, Rock Eagle 2011

School of Science and Technology

Winner of TAG’s 2011

for Innovative Use of Educational Technology

Excalibur Award


One Grant Two StudiesStudy A: Use of iTouch in Organic Chemistry Course

VideosFlashcardsStudent SurveysStudent InterviewsClass Quizzes

Study B: Development of App in an Interdisciplinary Project

Organic Class = clientHiring of ITEC Class for projectModeling real-world Software DevelopmentApp helps Organic students learnInterviews / Surveys


Overview of Organic iTouch Study

GGC Vision and MissionRationale/Literature ReviewTimeline/Description of Project DesignQuantitative ResultsQualitative Results


GGC Vision and Mission

1Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology

learning takes place continuously in and beyond the classroom

innovative use of educational technology

integrated educational experience that develops the whole person

wellspring of educational innovation

dynamic learning community

faculty engagement in teaching and mentoring students

innovative approaches to education

GGC Vision1

. . . provides an innovative, engaging, outcomes-based learning experience for students in science courses . . . (charge from Dean Thomas G. Mundie)

SST Mission2


http://www.ggc.usg.edu/about-ggc

http://www.ggc.usg.edu/academics/school-of-science-and-technology

Adapt to Today’s Students To Make Chemistry and Biology Easier•Students often find Chemistry and Biology challenging•Learning is more tied to technology •Technology enhances learning experience IF used•Take the work load to the student, • keep the busy work out of learning


Flashcards + Cellphone???

•Flashcards memorization•Repetition is key!•Rare: carry flashcards everywhere•Common: carry cell phones everywhere!•Why not take advantage of the learning potential?!?



A Preference for Cellphones

Lower cost of ownership versus Laptops

Can expect access outside school

May lead to more “access” of material = more review/learning

Small learning curve

Multimedia

Higher motivation, engagement, time on task


Achievement

Sturgeon, J., T H E Journal, 2007, 34, 16-18.


Cell Phone Flash Cards and Airliner Videos (2007-2009)

iTouch Project (2010)

Flash Card Improvement

Airliner Video Reformatting

Laboratory Technique Podcast Production

iTouch Website Development

TsoiChem App Development

Mobile Enabled Learning (2011)

Evolution of Organic Chemistry iTouch Project

Facebook Online HW Learning App Practice Flashcards


• Cell phone with PowerPoint Mobile• Cards organized by text chapter• Format of cards is flexible• Provide students a semester worth

of cards at beginning of term• Encourage use during homework,

problem solving sessions, and lab• Phones not allowed on graded

events

“I always have my phone, now I always have my flash cards.”


1st Generation of Flashcards


“Front” “Back”


Etherexample:

1st Generation of Flashcards


• “seamless learning contexts”1

• “one-to-one” learning2

• Tailored to class needs• preliminary empirical data: positive

• Access• Software/hardware compatability• Limited by Powerpoint issues

Pros/Cons to Cellphone Flashcards

1 Looi, C. et al. (2010) Mobilizing the Research. Education Week, 29, 6, p 34, 36.2 Banister, S. (2010) Integrating the iPod Touch in K-12 Education: Visions and Vices. Computers in the Schools, 27, 2, p 121-31


iTouch Project – Fall 2010Internal GGC Grant = $5000Purchased 25 Apple iTouch devicesDistributed to 2 class sectionsVoluntary Participation

Demographic SurveyChemistry Attitude Survey (CAEQ)1

Surveys after each quizInterviews of selected students

1. Dalgety, J. et al. (2003) Development of Chemistry Attitudes and Experiences Questionnaire. Journal of Research in Science Teaching, 40, 7, p 649-668.

Quantitative Results Fall 2010

•No significant difference in quiz scores •By gender•By age•By race

•Results skewed due to teacher effects•Student reported use varied widely


Quantitative Results Fall 2010 – Chemistry Attitude

•Chemistry Attitude (CA)– measure of self-efficacy in chemistry-related tasks

•CA change – difference between CA at start and at midterm of semester

•Technology Attitude (TA)—measure of self-efficacy in using technology


Quantitative Results Fall 2010 – Chemistry Attitude•No gender differences in CA change

•CA change at Start correlates negatively with CA change at Midterm (p < 0.004) •The higher CA at start, the less change at midterm

•As Age increases, CA change decreases significantly (p = 0.068)


Quantitative Results Fall 2010 – Chemistry Attitude & Cell Usage•As Cell Usage increases, CA change increases significantly (p =0.029)

•In Non–iTouch sections, no correlation between Cell Usage and CA change (p = 0.624)

•In iTouch section, correlation between Cell Usage and CA change significant (p = 0.059)


Quantitative Results Fall 2010 – Chemistry Attitude & Performance• Quiz 11.2: iTouch students with higher CA did

better than iTouch students who had lower CA• iTouch students did better on Quiz 11.2 than non-

itouch students (p = 0.001) • Quiz 11.2 – directly related to reaction flashcards• Higher CA midterm correlates with less usage for

all chapters• Higher TA midterm correlates with more usage for

all chapters



Quantitative Results Fall 2010 –Conclusions

Those who had high CA did not increase in CA muchOlder students did not have as much change in CA. Resistant to changes in beliefs?Assuming Cell usage = technology comfort:

High Cell Usage + iTouch = CA increaseHigh Cell Usage + no iTouch = no CA increase

Having iTouch increased the CA of students who are very comfortable with technology

iTouch makes a difference in student attitude!

Quantitative Results:POSSIBLE ISSUES•Low number of students•Limited content resources•Quizzes not directly linked to iTouch resources•Usage not regulated/documented•Steep learning curve – students AND faculty!


Qualitative Results – Interviewee Demographics

Ages: 21 to 28 years old, self-selectedAllen: Asian maleKeith: Asian maleDora: Caucasian femaleValerie: Caucasian female

--------------------------Phung – Asian femaleBrenda – Caucasian femaleMatt – Caucasian male



Summary – Cellphone Cards Users



Summary – iTouch Users


Study Purpose

Interviewee Did/Did Not Use

General Comments

Necessity Phung DidLots of

personalization

Multi-Function,

mobile

Thorough Brenda Did, Some personalization

Uses all given resources

Efficient Matt Did, Lots of personalization

Saves time, minimize effort

USED OWN iPHONE


Trends in InterviewsIf technology supported

learning/study style USEIf learning style was not enhanced by technology NO USEiTouch added “study purpose” to use

Study purpose affected how iTouch usedPrior technology experienceNOT a factor



Brenda: Mobility + Varied Learning Modes

MT: Would you say that having this mobility, being able to access this material more, has an impact on your learning of this material and if so, why?BB: Absolutely, because it’s just readily available. I study when I can and I study a lot. I like watching (the professor) write the problem because I’m watching him do it, I’m listening to him say it, it’s all coming out onto the screen for me, step by step

General Indications

•Students enjoy iTouch•Age/technology experience plays role•iTouch impacts attitude•Low n, low power = some patterns not salient•Learning style/purpose impacts use (or lack of) of iTouch as learning tool



Podcasts of Lecture & Lab Content; Flashcards


Podcasts on Cell PhonePodcasts on Computer

Watch video clips

Tutorial Podcasts


• Students watch videos outside of lab class• Expectation: learn theory and techniques• iTouch/mobile devices enabled in-lab, real

time viewing • non-iTouch students used laptops

Watch video clips

Laboratory Technique Videos



Some rote memorization needed in Organic ChemistryInstructor developed flashcardsCan be viewed on multiple platforms, multiple OS

Reaction Flashcards

Watch flashcard clips


GGC iTouch Website



New Additions – Fall 2011

Change in Focus: Information Delivery to Information ProcessingPrevious:• Lecture podcasts• Lab technique videos• Reaction flashcards

Change in Focus: Information Delivery to Information Processing

ADDED:• Online Homework system (publisher generated)• Mobile app for review (publisher generated)• Facebook Page – Social Networking• Drawing Flashcards – Senior Project, Natasha

Craft• One-Stop Website for all Multimedia Resources


CONNECT Online Homework


LearnSmart Mobile App


Facebook Page


Drawing Flashcards


Drawing Flashcards-Flashcards Deluxe App


One-Stop Shop WebPage


Future Directions Expand study

multiple mobile platformsiPads / tabletsTechnology rich classroom experience

Refocus InterviewsExamine ways in which resources are used


Thank You!

Mai Yin Tsoi, Ph.D

[email protected](678) 524-7992

Documents

Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile