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Title: ChemVLab+: Evaluating a Virtual Lab Tutor for High School Chemistry
Authors: Davenport, Jodi
Rafferty, Anna
Timms, Michael
Yaron, David
Karabinos, Michael
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Davenport, J., Rafferty, A., Timms, M., Yaron, D., & Karabinos, M. (2012). ChemVLab+: Evaluating a Virtual Lab Tutor for High School Chemistry. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 381-385). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: onceptual understanding in chemistry requires students to connect quantitative calculations, microscopic chemical processes (e.g., atoms and molecules), and macroscopic outcomes (e.g., concentrations, color, temperature). The hem ollective irtual Lab's interactive simulation environment fosters the mapping between these representations by providing students with a fully functional online chemistry lab with realistic chemicals, glassware, and equipment. In the hem Lab+ project (, we enhance the virtual lab by developing intelligent tutoring for this open-ended simulation environment and creating embedded formative assessment activities. Students have opportunities to apply chemistry knowledge to meaningful contexts and receive immediate, individuali ed feedback as the system estimates their proficiency based on their actions. We report findings from a classroom field study of hem lab+ activities. Data from classroom observations, pre- posttest learning gains, detailed log file analyses, and teacher interviews suggest that students were actively engaged, that students improved their understanding of chemistry, and that teachers found the activities worthwhile.
Appears in Collections:ICLS 2012

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