@article{spencer_mckeown_tredwell_huckaby_wiedner_dums_cartwright_potts_sudduth_brown_et al._2024, title={Student experiences with a molecular biotechnology course containing an interactive 3D immersive simulation and its impact on motivational beliefs}, volume={19}, ISSN={["1932-6203"]}, DOI={10.1371/journal.pone.0306224}, abstractNote={The development and use of virtual laboratories to augment traditional in-person skills training continues to grow. Virtual labs have been implemented in a number of diverse educational settings, which have many purported benefits including their adaptability, accessibility, and repeatability. However, few studies have evaluated the impact of virtual laboratories outside of academic achievement and skills competencies, especially in biotechnology. In this study, an interdisciplinary team of content experts, video game researchers, instructional designers, and assessment experts developed a 3D immersive simulation designed to teach novice scientists the technical skills necessary to perform sterile mammalian cell culture technique. Unique to the simulation development process is the recreation of an immersive experience through the capture of details in the real-world lab where participants have the freedom of choice in their actions, while receiving immediate feedback on their technical skills as well as procedural execution. However, unlike an in-person laboratory course, students are able to iterate and practice their skills outside of class time and learn from their mistakes. Over the course of two semesters, we used a mixed-methods study design to evaluate student attitudes towards the simulation and their science motivational beliefs. Students' self-efficacy and science identity were assessed after engaging with the simulation prior to the physical laboratory. Our results show that students' science identity remained unchanged while their science self-efficacy increased. Furthermore, students had positive perceptions of the benefits of the virtual simulation. These data suggest that the virtual cell culture simulation can be a useful pedagogical training tool to support students' motivational beliefs that is both accessible and easy to implement.}, number={7}, journal={PLOS ONE}, author={Spencer, Dan and Mckeown, Caitlin and Tredwell, David and Huckaby, Benjamin and Wiedner, Andrew and Dums, Jacob T. and Cartwright, Emily L. and Potts, Colin M. and Sudduth, Nathan and Brown, Evan and et al.}, year={2024}, month={Jul} }
 @misc{paye_dunnagan_tredwell_gallardo-williams_2021, title={Connecting the Dots: Lewis Structure Builder Web App as a Review Tool for Organic Chemistry}, volume={98}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.1c00213}, abstractNote={Lewis structures are a very important, foundational concept in chemistry. Students usually acquire this knowledge in General Chemistry and need to review it in preparation for Organic Chemistry. However, many students find the task of drawing Lewis structures to be challenging, and not all instructors can budget enough time in class to review this material when they start Organic Chemistry. To address this issue, we created a web application (web app; Lewis Structure Builder) that lets students review Lewis structures in their own time, allowing them to position individual atoms, build and break bonds, and get real-time feedback on the accuracy of their structures. The web app was designed to be intuitive, requiring very little training to use, and students could use desktops, laptops, or mobile devices to participate. In working through a sequence of target molecules to build, students had the freedom to try out different atomic structures to see what works and receive real-time feedback about their decisions. Upon successful completion of a molecule, students received visual and haptic feedback as a form of positive reinforcement. Afterward, students saw their solution next to the same molecule shown as an extended structure and as built using a model kit. A pilot study was conducted with 37 students who were enrolled in Organic Chemistry I. Participants were given an assessment to determine their level of proficiency in drawing Lewis structures, followed by an opportunity to use the web app and a post-test. After using the web app, 21% of the participants showed improved outcomes, and most students reported satisfaction with the user interface and perceived benefits from the experience.}, number={8}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Paye, Ciana L. and Dunnagan, Cathi L. and Tredwell, David A. and Gallardo-Williams, Maria T.}, year={2021}, month={Aug}, pages={2704–2708} }