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At the Friedrich-Schiller-University Jena a student laboratory dedicated to the research and usage of digital media in the field of chemistry education is being created [1]. The underlying concept of the so called digitalchemlab has been tested and evaluated for the first time last summer alongside a new digital and complexity-differentiated learning module [2].

After testing it with members of the workgroup and university students [3] the learning module according to the new concept digitalchemlab was conducted with three school classes of the 8^th grade (N = 65). The pilot study mainly focussed on the medium and the method [4]. Thus, the first group used the digital learning module with supplementary analogue worksheets whilst working as partners, the second group had to work individually except for conducting the experiments and the third group only had digital material whilst the students were working as partners. Quantitative methods (pre- and post-tests, plus a questionnaire after completing each task) as well as qualitative methods (student interviews) were used to determine the best possible use of the digital learning module [5].

Apart from practical issues the pilot study also aimed to measure the quality of the learning module. Therefore, students’ emotions and situational interest were examined before, during and after the lab day. Also, the learning outcome in respect to the new topics of the learning module (household cleaners) as well as curriculum-based competencies (acids and bases according to ARRHENIUS) were determined. First results of the study will be presented in this paper.

References 1. ter Horst, N., Wilke, T. (2022). Digital und differenziert im Schülerlabor - das Konzept digitalchemlab. Conference Proceedings FGCU-Tagung 2021, CHEMKON 29 (S1), 227-232.
2. ter Horst, N., Wilke, T. (2022). Reimagining student laboratories: creating a digitalized chemistry lab. New Perspectives in Science Education, Conference Proceedings 2022, Libreriauniversitatia.it, 62-67.
3. Eilks, I., Ralle, B. (2002). Partizipative Fachdidaktische Aktionsforschung. Ein Modell für eine begründete und praxisnahe curriculare Entwicklungsforschung in der Chemiedidaktik. CHEMKON 9(1):13–18
4. Kergel, D., Heidkamp-Kergel, B. (2020). Theorie des E-Learning. In: E-Learning, E-Didaktik und digitales Lernen. Kergel, D., Heidkamp-Kergel, B. (Hrsg.). Springer, Wiesbaden, 35–56.
5. Kelle, U. (2014). Mixed Methods. In: Handbuch Methoden der empirischen Sozialforschung. Baur, N., Blasius, J. (Hrsg.). Springer, Wiesbaden, 153–166.