Technology Association of Georgia
Excalibur Award – Educational Division
Drs. Mai Yin Tsoi, Julia Paredes, Richard
Pennington, David Pursell, Joseph Sloop
Dave Gabrell, Kathleen Moore, Gautam Saha
School of Science and Technology
Study A:
Study B:
Use of iTouch in
Organic Chemistry
Course
Development of App in
an Interdisciplinary
Project
Videos
Flashcards
Student Surveys
Student Interviews
Class Quizzes
Organic Class = client
Hiring of ITEC Class for
project
Modeling real-world
Software Development
App helps Organic
students learn
Interviews / Surveys
School of Science and Technology
GGC Vision and Mission
Rationale/Literature Review
Timeline/Description of Project Design
Quantitative Results
Qualitative Results
School of Science and Technology
GGC Vision1
 learning takes place continuously in and beyond the classroom
 innovative use of educational technology
 integrated educational experience that develops the whole person
 wellspring of educational innovation
 dynamic learning community
 faculty engagement in teaching and mentoring students
 innovative approaches to education
SST Mission2
. . . provides an innovative, engaging, outcomes-based learning
experience for students in science courses . . . (charge from Dean
Thomas G. Mundie)
1Georgia
2School
Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc
of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology
School of Science and Technology
Adapt to Today’s Students To Make
Chemistry and Biology Easier
•Students often find Chemistry and Biology
challenging
•Learning is more tied to technology
•Technology enhances learning experience IF
used
•Take the work load to the student,
• keep the busy work out of learning
School of Science and Technology
Flashcards + Cellphone???
•Flashcards  memorization
•Repetition is key!
•Rare: carry flashcards
everywhere
•Common: carry cell phones
everywhere!
•Why not take advantage of the
learning potential?!?
School of Science and Technology
Lower cost of
ownership versus
Laptops
Small learning curve
Multimedia
Can expect access
outside school
May lead to more
“access” of material =
more review/learning
Higher motivation,
engagement, time
on task
Sturgeon, J., T H E Journal, 2007, 34, 16-18.
School of Science and Technology
“I always have my phone, now
I always have my flash cards.”
•
•
•
•
Cell phone with PowerPoint Mobile
Cards organized by text chapter
Format of cards is flexible
Provide students a semester worth
of cards at beginning of term
• Encourage use during homework,
problem solving sessions, and lab
• Phones not allowed on graded
events
School of Science and Technology
“Front”
“Back”
Ether
example:
School of Science and Technology
•
•
•
•
“seamless learning contexts”1
“one-to-one” learning2
Tailored to class needs
preliminary empirical data: positive
• Access
• Software/hardware compatability
• Limited by Powerpoint issues
1
Looi, C. et al. (2010) Mobilizing the Research. Education Week, 29, 6, p 34, 36.
Banister, S. (2010) Integrating the iPod Touch in K-12 Education: Visions and Vices. Computers
in the Schools, 27, 2, p 121-31
2
School of Science and Technology
Internal GGC Grant = $5000
Purchased 25 Apple iTouch
devices
Distributed to 2 class sections
Voluntary Participation
Demographic Survey
Chemistry Attitude Survey
(CAEQ)1
Surveys after each quiz
Interviews of selected students
1. Dalgety, J. et al. (2003) Development of Chemistry Attitudes and Experiences
Questionnaire. Journal of Research in Science Teaching, 40, 7, p 649-668.
School of Science and Technology
•No significant difference in quiz
scores (only 2 of 12 available so far)
•No significant difference in
Chemistry Attitudes and
Experiences (CAEQ scores)
•Demographic data not
analyzed yet
•Low number of students
•Limited content
resources
•Quizzes not directly
linked to iTouch resources
•Usage not
regulated/documented
•Steep learning curve –
students AND faculty!
Ages: 21 to 28 years old, self-selected
Allen: Asian male
Keith: Asian male
Dora: Caucasian female
Valerie: Caucasian female
-------------------------Phung – Asian female
Brenda – Caucasian female
Matt – Caucasian male
School of Science and Technology
Summary – Cellphone Cards Users
School of Science and Technology
Summary – iTouch Users
Study Interviewee
Purpose
Did/Did Not
Use
General
Comments
Necessity
Phung
Did
Lots of
personalization
MultiFunction,
mobile
Thorough
Brenda
Did, Some
personalization
Uses all given
resources
Efficient
Matt
Did, Lots of
personalization
Saves time,
minimize effort
USED OWN
iPHONE
School of Science and Technology
Trends in Interviews
If technology supported
learning/study style  USE
If learning style was not enhanced by technology
 NO USE
iTouch added “study purpose” to use
Study purpose affected
how iTouch used
School of Science and Technology
•Students enjoy using
iTouch
•Material accessed
more frequently
•Low n, low power =
non-significant
statistical results
•Learning
style/purpose impacts
use (or lack of) of
mobile device
School of Science and Technology
School of Science and Technology
School of Science and Technology
Drs. Mai Yin Tsoi and Sonal Dekhane
School of Science and Technology
Background and Results of Part I
ITEC 3870
CHEM 2211
Fundamentals of TsoiChem App
Functional Groups
Quantitative Results
Quiz scores
Usability Testing
Demonstration of TsoiChem App
School of Science and Technology
Background:
Inspiration: daughter’s iTouch
experience
Dr. Tsoi’s goal: iTouch  learning tool
Main objective:
Will a real-world project impact Software
Development students’ learning?
School of Science and Technology
Junior/senior level course
Goal: teach students how to implement SD in
real-world projects
Project-based course – project can change
each semester
Small enrollment
Mobile apps introduced 1st class meeting
School of Science and Technology
Required course for majors in: Biology, Nursing,
Pharmacy, Dental, etc.
Historically VERY difficult
Visual in nature – utilizes spatial, logical,
abstract thinking
Functional groups – difficult because of variety
of representations
School of Science and Technology
Specific group of atoms  reactions of
molecule
Can be represented different formats
Students must be able to:
Recognize FG in all formats
Name FG
Adjust molecule name to reflect FG (future goal)
School of Science and Technology
Amine
Ester
Alcohol
Textbook says: AMINE is
But, these ALL are amines…
CONFUSING!
CH3CH2NHCH3
Scaffolded Learning
Immediate feedback
Self-Reflection
Haptic Learning
Multiple Modes of Learning (audio, visual)
Extrinsic Motivation
Shallow learning curve
Bloom’s Taxonomy (higher levels)
School of Science and Technology
3 Modes of Learning
Practice It, Name It, Find It
Friendly avatar
Tutorial screens, Help screens
Colors to differentiate / guide user
Visuals re-affirmed by color and
sound
Positive visuals/sounds as rewards
Gentle encouragement when
incorrect
School of Science and Technology
No statistical difference – app vs. non-app users
 App users at least comparable to non-app
users
App did not adversely affect learners’ scores
Need more data - may indicate factors
HOW TsoiChem was used –
WHEN TsoiChem was used
HOW OFTEN TsoiChem was used
Possible: App users = less time studying, but got
same score, etc.
School of Science and Technology
Ease of Use?
Yes
No
Somewhat
8
7
7
4
4
3
1
1
1
Practice
Name It
Find It
School of Science and Technology
IS THE APP CLEAR?
Yes
6
No
Somewhat
6
6
5
4
4
2
2
1
Practice
Name It
School of Science and Technology
Find It
HELPFUL?
Yes
No
Somewhat
0
2
4
6
8
School of Science and Technology
10
PRACTICE IT
NAME IT
School of Science and Technology
FIND IT
•Pilot TsoiChem at other institutions
•Continue refining/editing TsoiChem
•Develop more chemistry apps
•Acids/bases
•Spectroscopy
•Mechanisms
•Grants to support faster development
Dr. Mai Yin Tsoi
mtsoi@ggc.edu
(678) 524-7992