This paper describes how digital media can help students to self-direct their learning by allowing them to choose tasks at their own discretion in terms of sequence and difficulty. Specifically, it deals with the introduction of a platform called digitalchemlab, which is geared towards the use and exploration of digital media in chemistry lessons. Both the platform and its objectives are presented.

A first research project focuses on the integration of digital media in a student laboratory outside of school to support the individual learning experience. For this purpose, a digital learning module was developed that is differentiated according to difficulty level. This module was tested in a pilot study with 65 students from three eighth grade classes, whereby both quantitative and qualitative data was collected. The students' knowledge growth, thematic interest and academic emotions were examined before and after using the module, as well as in a follow-up study. The students also provided feedback on various aspects of the learning module. The students' use of the module was also analyzed. The initial results show that the intervention had a positive impact on knowledge and learning emotions. Both the concept and the results of the pilot study are presented in detail in the article.

Citation and link

N. ter Horst*, J. Dietrich, T. Wilke, "Digitalchemlab - digital and complexity-differentiated learning modules in an out of school student laboratory", J. Chem. Ed., DOI: 10.1021/acs.jchemed.3c01228