"Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation

Asnat R. Zohar; Sharona T. Levy

doi:10.1145/3202185.3210794

"Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

We developed and explored four increasing levels of embodied interaction - animation, mouse, joy-stick and haptic - to support chemistry students in grasping the attraction-repulsion forces and energy changes involved in chemical bonding. These topics are difficult to grasp as there are no analogues from everyday life for both attractions and repulsions happening simultaneously. Our theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experiences. The study uses quantitative and qualitative methods with 48 high-school students in a pretest-intervention-posttest design. Our findings show that there is an increase in students' conceptual understanding in all four levels of embodiment, with significant higher learning gain in the haptic condition. Additional differences in the higher embodied levels are higher resolution of the information accessed and described, more scientific descriptions of bonding, and multiple perspectives of the phenomenon.

Original language	English
Title of host publication	IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children
Publisher	Association for Computing Machinery, Inc
Pages	650-656
Number of pages	7
ISBN (Electronic)	9781450351522
DOIs	https://doi.org/10.1145/3202185.3210794
State	Published - 19 Jun 2018
Event	17th ACM Conference on Interaction Design and Children, IDC 2018 - Trondheim, Norway Duration: 19 Jun 2018 → 22 Jun 2018

Publication series

Name	IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children

Conference

Conference	17th ACM Conference on Interaction Design and Children, IDC 2018
Country/Territory	Norway
City	Trondheim
Period	19/06/18 → 22/06/18

Bibliographical note

Publisher Copyright:
© 2018 Association for Computing Machinery.

Keywords

Attraction/repulsion forces
Chemical bonding
Chemical energy
Embodied learning
Simulation

ASJC Scopus subject areas

Developmental and Educational Psychology
Education
Software
Human-Computer Interaction

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1145/3202185.3210794

Cite this

Zohar, A. R., & Levy, S. T. (2018). "Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation. In IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children (pp. 650-656). (IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children). Association for Computing Machinery, Inc. https://doi.org/10.1145/3202185.3210794

Zohar, Asnat R. ; Levy, Sharona T. / "Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation. IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children. Association for Computing Machinery, Inc, 2018. pp. 650-656 (IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children).

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author = "Zohar, {Asnat R.} and Levy, {Sharona T.}",

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doi = "10.1145/3202185.3210794",

language = "English",

series = "IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children",

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Zohar, AR & Levy, ST 2018, "Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation. in IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children. IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children, Association for Computing Machinery, Inc, pp. 650-656, 17th ACM Conference on Interaction Design and Children, IDC 2018, Trondheim, Norway, 19/06/18. https://doi.org/10.1145/3202185.3210794

"Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation. / Zohar, Asnat R.; Levy, Sharona T.
IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children. Association for Computing Machinery, Inc, 2018. p. 650-656 (IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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T1 - "Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation

AU - Zohar, Asnat R.

AU - Levy, Sharona T.

PY - 2018/6/19

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N2 - We developed and explored four increasing levels of embodied interaction - animation, mouse, joy-stick and haptic - to support chemistry students in grasping the attraction-repulsion forces and energy changes involved in chemical bonding. These topics are difficult to grasp as there are no analogues from everyday life for both attractions and repulsions happening simultaneously. Our theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experiences. The study uses quantitative and qualitative methods with 48 high-school students in a pretest-intervention-posttest design. Our findings show that there is an increase in students' conceptual understanding in all four levels of embodiment, with significant higher learning gain in the haptic condition. Additional differences in the higher embodied levels are higher resolution of the information accessed and described, more scientific descriptions of bonding, and multiple perspectives of the phenomenon.

AB - We developed and explored four increasing levels of embodied interaction - animation, mouse, joy-stick and haptic - to support chemistry students in grasping the attraction-repulsion forces and energy changes involved in chemical bonding. These topics are difficult to grasp as there are no analogues from everyday life for both attractions and repulsions happening simultaneously. Our theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experiences. The study uses quantitative and qualitative methods with 48 high-school students in a pretest-intervention-posttest design. Our findings show that there is an increase in students' conceptual understanding in all four levels of embodiment, with significant higher learning gain in the haptic condition. Additional differences in the higher embodied levels are higher resolution of the information accessed and described, more scientific descriptions of bonding, and multiple perspectives of the phenomenon.

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Zohar AR, Levy ST. "Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation. In IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children. Association for Computing Machinery, Inc. 2018. p. 650-656. (IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children). doi: 10.1145/3202185.3210794

"Should I answer what the atom feels?" Learning about forces in chemical bonding using ELI-chem simulation

Abstract

Publication series

Conference

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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Cite this