Learning About Chemical Reactions in Digital Learning Environments : Conceptual Understanding, Cognitive Demands, and Perspectives on Design to Inform Individualized Learning and Feedback
This dissertation examines the development, implementation, and evaluation of a digital learning environment designed to support students’ conceptual understanding of chemical reactions in upper secondary education. The design follows the ECD4LPA framework, integrating authentic learning and assessment formats grounded in multimedia learning principles and domain related models of learning. The goal was to systematically foster competence development while generating rich data to trace individual learning trajectories and identify difficulties early on. Empirical findings demonstrate substantial learning gains and confirm that the environment effectively produces meaningful data for process-oriented diagnostics. Open-ended assessment formats proved particularly powerful for capturing complex reasoning that often remains invisible in traditional tests. Analyses of task and learner characteristics highlight the central role of prior knowledge and the influence of chemical representations on learning about chemical reactions. Additionally, the reconstruction of individual knowledge networks from open-response data revealed challenges in connecting key concepts, offering valuable insights for targeted feedback. At the same time, the work identifies relevant challenges, including implementation fidelity, assessment workload, heterogeneous digital infrastructure, and the need for teacher professional development to ensure effective classroom use. The dissertation stresses that digital learning innovations must align with curricular requirements and school contexts to be successful. Overall, this research provides foundational insights and practice-oriented implications for incorporating digital, data-driven learning environments into chemistry and broader science education. It highlights both the potential and limitations of such systems in advancing conceptual understanding and outlines important directions for future work.
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