Virtual Periodic Table for Dynamic Visualization of Atomic Structure and Hierarchical-Based Interaction: A System to Enhance Student’s Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21630%2F25%3A00383678" target="_blank" >RIV/68407700:21630/25:00383678 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1021/acs.jchemed.4c00825" target="_blank" >https://doi.org/10.1021/acs.jchemed.4c00825</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1021/acs.jchemed.4c00825" target="_blank" >10.1021/acs.jchemed.4c00825</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Virtual Periodic Table for Dynamic Visualization of Atomic Structure and Hierarchical-Based Interaction: A System to Enhance Student’s Learning

Popis výsledku v původním jazyce

The Periodic Table (PT) serves as the fundamental basis of chemistry, often commencing classroom discussions led by chemistry teachers. Mastery of its structure empowers students to anticipate variations in the chemical and physical traits of the elements. This study presents a Hierarchical-Based Interactive Virtual Periodic Table (HBIVPT) aimed at enhancing comprehension and learning outcomes. The HBIVPT offers a hierarchical interface, dynamically illustrating atomic structures, with electrons orbiting the nucleus in designated orbitals. Utilizing multimodal feedback (both visual and auditory), users can improve their knowledge related to different elements of the PT. To evaluate the effectiveness of the HBIVPT, pre- and post-tests were conducted to measure learning improvements. During the evaluation process, forty-five (45) students participated and they were divided into three groups (G1, G2, and G3). G1 used the textbook for chemical elements, G2 used the proposed HBIVPT, and G3 used the Royal Society of Chemistry’s Interactive VPT. The students in G2 who used HBIVPT were significantly better as compared to G1 and G3. This is evidenced by the observed average increase in learning: 15% for students using textbooks (G1), 20% for those studying online Periodic Tables (G3), and, notably, 37% for those utilizing HBIVPT (G2). The study results demonstrate that the use of the proposed HBIVPT system significantly improved students’ learning and comprehension of the Periodic Table, resulting in enhanced academic performance compared to students using other methods.

Název v anglickém jazyce

Virtual Periodic Table for Dynamic Visualization of Atomic Structure and Hierarchical-Based Interaction: A System to Enhance Student’s Learning

Popis výsledku anglicky

The Periodic Table (PT) serves as the fundamental basis of chemistry, often commencing classroom discussions led by chemistry teachers. Mastery of its structure empowers students to anticipate variations in the chemical and physical traits of the elements. This study presents a Hierarchical-Based Interactive Virtual Periodic Table (HBIVPT) aimed at enhancing comprehension and learning outcomes. The HBIVPT offers a hierarchical interface, dynamically illustrating atomic structures, with electrons orbiting the nucleus in designated orbitals. Utilizing multimodal feedback (both visual and auditory), users can improve their knowledge related to different elements of the PT. To evaluate the effectiveness of the HBIVPT, pre- and post-tests were conducted to measure learning improvements. During the evaluation process, forty-five (45) students participated and they were divided into three groups (G1, G2, and G3). G1 used the textbook for chemical elements, G2 used the proposed HBIVPT, and G3 used the Royal Society of Chemistry’s Interactive VPT. The students in G2 who used HBIVPT were significantly better as compared to G1 and G3. This is evidenced by the observed average increase in learning: 15% for students using textbooks (G1), 20% for those studying online Periodic Tables (G3), and, notably, 37% for those utilizing HBIVPT (G2). The study results demonstrate that the use of the proposed HBIVPT system significantly improved students’ learning and comprehension of the Periodic Table, resulting in enhanced academic performance compared to students using other methods.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Chemical Education

ISSN

0021-9584

e-ISSN

1938-1328

Svazek periodika

102

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

10

Strana od-do

1829-1838

Kód UT WoS článku

001469184600001

EID výsledku v databázi Scopus

2-s2.0-105002840742