Modeling for the Enhancement of Learning Chemistry (Model-C): Measuring Cognitive Load & Impact of Modeling Activities Across the Chemistry Curriculum
Adriane Randolph and Kimberly Linenberger Cortes
Dr. Adriane Randolph (Department of Information Systems) and Dr. Kimberly Linenberger Cortes (Department of Chemistry and Biochemistry) in collaboration with faculty at the University of Minnesota Rochester received a grant from the National Science Foundation for their research investigating how to better design 3D modeling activities in chemistry. This research tracks what students pay attention to and how they cognitively process the 3D modeling activities using eye-tracking tools and electroencephalography (EEG). The results will help instructors better design these resources to provide for maximum capacity for learning the material and therefore decrease the frustrations involved in not knowing what to take away from these innovative instructional practices. This work represents a novel approach by using neurophysiological tools to complement traditional methods to uncover the thought processes of students. Specifically for Co-PI Randolph, this work directly relates to her use of neurophysiological tools to investigate differences in novice and experts in various settings and her development of an EEG-based brain-computer interface (BCI) tool to capture real-time measures of cognitive load. The grant awarded under the Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) division is titled, “Collaborative Research: Modeling for the Enhancement of Learning Chemistry (ModEL-C): Measuring cognitive load & impact of modeling activities across the chemistry curriculum,” and spans three years. Overview
20 | Research Grant
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