CHED 39 |
| A mixed-method study of the eye-tracking patterns of chemistry experts and novices while viewing a general chemistry animation was conducted. Chemistry expertise level was determined based upon experience in chemistry ranging from undergraduate general chemistry to graduate level chemistry. Subjects were asked to view two 1-minute particulate-level animations of redox and double-displacement reactions three times each. Narration directed viewer attention to the molecular interactions of interest. Eye tracking hardware and software were used to determine subjects' areas of visual focus while viewing the animations. Data were collected as numerical coordinates that were correlated to specific areas of each animation. Differences in areas of focus were evaluated between viewers based on spatial ability, logical reasoning ability and chemistry expertise level. Analysis of the data and implications for using animations in the classroom will be discussed. |
|
Visualization and Learning Chemistry
1:30 PM-4:10 PM, Sunday, April 6, 2008 Hilton New Orleans Riverside -- Melrose, Oral
Division of Chemical Education |