Assessing Learning from the Use of Multimedia Chemical Visualiztion Software

Abstract

This chapter extends the use of cognitive and “situative” theories of learning described in our earlier chapter to discuss the design of five chemistry multimedia visualization projects. All five projects are shown to enhance the learning of chemistry concepts and development of scientific investigative process skills. Two projects emphasize the social processes associated with scientific investigation with bench laboratory components; two others without laboratory components could be easily utilized in ways that develop such social processes; and the fifth is shown to enhance visualization process skills although it was designed based upon the cognitive theory of multimedia learning. In order to assess the developing levels of visualization skills of novice chemistry students supported by all five visualization projects, non- traditional testing items must be utilized. Samples of several multimedia testing items addressing both conceptual and process skills are discussed and used in studies of the efficacy of the most cognitive- theory based project. A study using the project with the closest alignment to “situative” theory illustrates how the rubric for representational competence levels discussed in our earlier chapter is applied to show changes in visualization abilities of students. The chapter concludes with brief suggestions for future development of visualization software, visualization-based instructional activities and testing activities.