University Honors

In the evolving landscape of chemistry education, the role of 3D molecular models are a valuable tool in student learning. As spatial reasoning is a crucial skill in mastering molecular structures, identifying the most effective learning tools is essential for improving student outcomes. The proposed research investigates student interaction with physical and digital models, aiming to determine which modality has greater potential to improve spatial molecular learning and comprehension. This study investigates an under-explored area of research, seeking to understand how these different tools can influence spatial comprehension and understanding of chemical structures. Building upon previous research that analyzed the efficacy of digital versus physical models, this proposed study aims to deepen our understanding by incorporating eye-tracking technology. Eye-tracking technology offers a novel way to assess cognitive engagement, providing quantifiable data on how participants interact and perform with these models. By utilizing eye-tracking data, we can view participants' focus areas, which may provide insight to their learning and problem solving processes. Participants demonstrated higher accuracy and shorter fixation durations when using physical models compared to digital models. While participants spent a greater proportion of their total viewing time focused on digital models, difficulty ratings between model types were not significantly different. In post-surveys, a majority of participants reported a preference for physical models, citing ease of manipulation; while a smaller number of participants preferred digital models for their flexibility in viewing angles.