Pixel International Conferences

Chemistry as a science about the structure, properties and transformation of substances heavily relies on adequate forms of visualization. Due to the high complexity and abstractness of representations, organic chemistry in particular is regarded as a challenging subfield of chemistry. When working on complex reaction mechanisms, students must spend high amounts of their cognitive capacities on the processing of symbolic language, which means that fewer resources are available for actual learning [1].
In this respect, cognitive psychology calls for consideration of the architecture of human working memory. According to the Cognitive Theory of Multimedia Learning, working memory is divided into two autonomously working subsystems [2]. Both subsystems process information according to their codality (symbolic vs. linguistic). Traditional teaching formats of organic chemistry most often exhaust capacities of the symbolic subsystem while valuable resources of the linguistic system remain unused. Meaningful learning could hence be fostered by evenly distributing information between both subsystems. Furthermore, the symbolic subsystems of the working memory can be relieved by outsourcing cognitively demanding processes (e.g. complex rearrangements within a mechanism) into the learning environment [3].
Unpublished preliminary work has shown that it is possible to apply the design features derived from the Cognitive Theory of Multimedia Learning to videos with learning contents from higher organic chemistry (electrophilic aromatic substitution). Within the framework of a doctoral project, it shall now be investigated to what extent learning with dynamic representations differs from learning with static representations. In addition to measuring cognitive load, transfer and retention in a control group design, it will also be examined whether spatial ability and prior knowledge influence learning success.
This paper presents the Cognitive Theory of Multimedia Learning as a theoretical framework for video-based learning with complex mechanisms in organic chemistry. Based on this consideration, hypotheses for higher transfer and retention performance when learning with videos are derived.

Keywords: chemistry education, organic chemistry, animation.

References:

1. K. N. Cranford, J. M. Tiettmeyer, B. C. Chuprinko, S. Jordan, N. P. Grove, J. Chem. Educ. 2014, 5, 641-647, DOI: 10.1021/ed400576n
2. R. E. Mayer, in: The Cambridge Handbook of Multimedia Learning. R. E. Mayer (Ed.), 2014, New York, 47-49.
3. G. Salomon, AV communication review 1972, 20, 401-422.