1. American Chemical Society National Meeting 2012 - Philadephia
10/21/2017 8:49 PM
Mobile Learning in Organic Chemistry: Discussion of the Student's Role in the 21st Century Classroom
American Chemical Society National Meeting Philadephia
Drs. Mai Yin Tsoi, David Pursell, Patrick Coppock, Sang Park, Richard Pennington, Joseph Sloop, Julia Paredes, Dave Gabrell
School of Science and Technology
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2. for Innovative Use of Educational Technology
Awards
for Innovative Use of Educational Technology
Excalibur Award - TAG
Blackboard Catalyst Award

3. One Grant  Two Studies Study A:
Use of iTouch in Organic Chemistry Course
Study B:
Development of App in an Interdisciplinary Project
E-Resources - public
Student Surveys
Student Interviews
Class Quizzes
Organic Class = client
Hiring of ITEC Class for project
Modeling real-world Software Development
App helps Organic students learn
Interviews / Surveys

4. GGC Vision and Mission
GGC Vision1
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
SST Mission2
. . . provides an innovative, engaging, outcomes-based learning experience for students in science courses (charge from Dean Thomas G. Mundie)
1Georgia Gwinnett College Web page,
2School of Science and Technology Mission,
School of Science and Technology

5. Evolution of Organic Chemistry
iTouch Project
Cell Phone Flash Cards and Airliner Videos ( )
iTouch Project (2010)
Flash Card
Improvement
Airliner Video
Reformatting
Laboratory Technique
Podcast Production
iTouch Website
Development
TsoiChem App
Development
Mobile Enabled Learning (2011)
 Facebook  Online HW Learning App Practice Flashcards

6. 1st Generation of Flashcards
“Front”
“Back”
Ether
example:
School of Science and Technology

7. Quantitative / Qualitative Results
Low n  low power statistically
Average attitude scores > 3.9 (Likert Scale)
Interview Data: positive opinions, high motivation to use resources

8. iTouch Project – Fall 2010 Internal GGC Grant = $5000
Purchased 50 Apple iTouch devices
Distributed to 2 class sections
Voluntary Participation
Demographic Survey
Chemistry Attitude (CAEQ)1 and Tech Attitude Surveys
Quiz scores
Interviews 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

9. Tutorial Podcasts

10. Laboratory Technique Videos
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

11. Reaction Flashcards
Hydrohalogenation

12. CONNECT Online Homework

13. LearnSmart Mobile App

14. Facebook Page

15. Drawing Flashcards-Flashcards Deluxe App

16. TsoiChem App – Learning FG
PRACTICE IT
NAME IT
FIND IT

17. TsoiChem II App - Mechanisms

18. Quantitative Results AY 2010-11— Quiz Scores
No significant difference in quiz scores
By gender
By age
By ethnicity
Possible Issues:
Teacher Effects
Limited content resources
Quizzes not directly linked to iTouch resources
School of Science and Technology

19. Quantitative Results AY 2010-11– Student Attitudes
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
School of Science and Technology

20. Quantitative Results AY 2010-11– Chemistry Attitude (CA)
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)
School of Science and Technology

21. Quantitative Results AY 2010-11– 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)
School of Science and Technology

22. Quantitative Results AY 2010-11– Chemistry Attitude & Performance
iTouch students did better on Quiz 11.2 than non-itouch students (p = 0.001)
Quiz 11.2: iTouch students with higher CA did better than iTouch students who had lower CA
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
School of Science and Technology

23. Quantitative Results AY 2010-11–Conclusions
Strong CA = less change in CA = less usage
Strong TA = more usage
Older students = less change in CA
Assuming Cell usage = technology comfort:
High Cell Usage + iTouch = CA increase
High Cell Usage + no iTouch = no CA increase
iTouch + high CA = higher grade on flashcard dependent quiz
Maybe because of higher usage?
Technology background and
attitude, chemistry attitude,
access to mobile, age, and grades:
All are related!

24. Summary – Cellphone Cards Users
School of Science and Technology

25. Summary – iTouch Users Study Purpose Interviewee Did/Did Not Use
General Comments
Necessity
Phung
Did
Lots 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
School of Science and Technology

26. Trends in Interviews If technology supported
learning/study style  USE
If learning style was not enhanced by technology  NO USE
iTouch added “study purpose” to use
Prior technology experience
NOT a factor
School of Science and Technology

27. Quantitative Results AY 2011-12— Chemistry Attitude
Males greater CA change (p=0.078)
The more times technology used for studying, the greater CA change (p=0.057)

28. Quantitative Results AY 2011-12— Technology Attitude
Older students decreased in TA more than younger (p=0.008)
Higher TA = greater TA change (p=0.013)
Digital Divide
Those required Connect = greater TA increase (p=0.080, *confounding issue)
Females greater TA change (p=0.030)

29. Correlation Between Chemistry Attitude Change and Cellphone Usage90 80
p < 0.029 70
Chemistry Attitude Change 40 30 20 1 2 3 4 5 6 7 8 9
# of ways cellphone is used daily

30. Effect on Chemistry Attitude Change By Age Group - FALL 2010

31. Chemistry Attitude Change: non-iTouch vs iTouch Users - FALL 2010
p<0.03

32. Effect on Technology Atittude Change By Age Group - FALL 2011
Older Students
p<0.008

33. Dependence of Chemistry Attitude Change on # of Technology Study Tools Used

34. General Indications: What Impacts Mobile Learning?
Age
Gender
Technology Background
Technology Attitude
Chemistry Attitude
# of Tech Tools Used for Studying
Access to Mobile Device
School of Science and Technology

35. Future Directions Expand study investigate more factors
iPads / tablets
Technology rich classroom experience
Refocus Interviews
Examine ways in which resources are used

36. Thank You!
Mai Yin Tsoi, Ph.D
(678)