Concise paper

Download the paper [PDF]

Jinlu Wu Hong
National University of Singapore

Van Nguyen
National Unviersity of Singapore

Rulin Chen
National Unviersity of Singapore

Pui Yee Fiona Fan
National Unviersity of Singapore

Kar Jun Loh
National Unviersity of Singapore

Catch this session

Tuesday 5 December, 11.20am – 11.40am
Stream 2
Room R113

Abstract

Physical models have long been used in science education for visualization of complex cellular structure and dynamics during face-to-face lecture (F2F). Recent advancement of technology has enabled us to create virtual models and to share knowledge remotely. This study aims to find out whether physical models can be integrated into digital media to enhance student engagements and learning for an undergraduate Life Sciences module. Three independent experiments were conducted to assess learning effectiveness on three different biology concepts through four learning approaches: video with virtual model only, video with integration of virtual and physical model demonstration, F2F lecture using virtual model only, F2F lecture using virtual and physical models. Participants were randomly assigned to different groups each with the different learning approach. Data collected through pre- and post-tests revealed that significant improvement in learning scientific concepts occurred in one of three controlled experiments when the video contains both virtual and physical models, while no obvious difference found in the other two experiments. This data might suggest that well-prepared digital media alone can convey scientific information well and additional physical models do not aid in information acquisition. However, survey data on student learning experience showed that all participants preferred to learn from physical models. In all three experiments, students consistently voted that the physical models attracted their attention and enhanced their interests. They made better mind maps and raised more questions. This may hint that a combination of digital media with physical models improves engagements and promotes higher order thinking.

About the authors

Jinlu Wu Hong

Jinlu is a senior lecturer in the Department of Biological Sciences, National University of Singapore. He is interested in pedagogical research related to assessment, motivation, and tech-enhanced learning. He published papers in pedagogical journals and gave talks at international conferences on higher education.

Van Nguyen

Hong Van Nguyen is a undergraduate student in the Department of Biological Sciences at the National University of Singapore.

Rulin Chen

Rulin Chen is a undergraduate student in the Department of Biological Sciences at the National University of Singapore.

Pui Yee Fiona Fan

Pui Yee Fiona Fan is a undergraduate student in the Department of Biological Sciences at the National University of Singapore.

Kar Jun Loh

Kar Jun Loh is a undergraduate student in the Department of Biological Sciences at the National University of Singapore.