Methods for investigating students’ learning and interaction with a haptic virtual biomolecular model
2010 (English)In: Contemporary Science Education Research: International Perspectives / [ed] M.F. Taşar & G. Çakmakcı, Ankara: Pegem Akademi , 2010, 115-121 p.Conference paper (Refereed)
Although immersive haptic virtual technologies are emerging rapidly in modern education, few methods exist for delivering data on the pedagogical merits of such models in the molecular life sciences. This paper reports on a selection of methods that we have used to obtain and analyse data on students’ learning and interaction with a haptic virtual model of protein-ligand docking, previously designed by author PBP. The methods have been developed and employed during four consecutive years in which the model has been part of an advanced biomolecular interactions course. In this regard, we present data-collection methods that include written items, interviews, think-aloud tasks and automated time-stamped logs and, corresponding quantitative and qualitative analytical procedures such as pre/posttest statistical comparisons, word usage analysis and, visualised profiling of students’ interaction with the model. Our results suggest that these methods are useful for generating valuable information on students’ learning gain, changes in conceptual understanding, reasoning processes and patterns of interactivity with the model. Dissemination of such methods could provide an empirical contribution to the dearth of research instruments in this domain. Future research will develop these methodologies to explore the relationship between using the model and students’ conceptual and embodied learning.
Place, publisher, year, edition, pages
Ankara: Pegem Akademi , 2010. 115-121 p.
Visualization, Haptics, Molecular life science, Methodology, Science education, Embodied learning, Cognitive load
Engineering and Technology Didactics Biochemistry and Molecular Biology
IdentifiersURN: urn:nbn:se:liu:diva-52123ISBN: 9786053640318OAI: oai:DiVA.org:liu-52123DiVA: diva2:279741
ESERA European Science Education Research Association, 2009
FunderSwedish Research Council, 2008-5077