Design and Evaluate an Interactive Digital Platform for Organic Chemistry Teaching

Thesis Abstract

Effective teaching of organic chemistry remains a significant challenge in higher education, often hindered by traditional pedagogical approaches that fail to engage students fully and accommodate diverse learning styles. Recognizing the potential of digital technologies to enhance chemical education, the study aimed to design, implement, and evaluate an interactive digital platform tailored specifically for organic chemistry instruction. The primary objective was to develop a comprehensive platform that integrates multimedia content, interactive simulations, and formative assessments to foster active learning and conceptual understanding among undergraduate students. The research employed a mixed-methods design, combining qualitative and quantitative approaches to generate a holistic understanding of the platform’s efficacy. The population consisted of 240 second-year undergraduate students enrolled in organic chemistry courses at a prominent university in the region. A stratified random sampling technique selected 120 students to participate in the experimental group, which accessed the digital platform over a semester, while another 120 students formed the control group, receiving conventional instruction. Data collection instruments included a validated Organic Chemistry Conceptual Understanding Test (OCCUT), student engagement surveys, and structured interviews with educators and students. The internal consistency of the OCCUT was confirmed via Cronbach’s alpha (? = 0.89), and content validity was established through expert review. Data analysis was conducted using descriptive statistics, t-tests to compare group means, and thematic analysis of qualitative responses, facilitated by NVivo software. Findings are expected to demonstrate significant improvements in conceptual understanding and engagement levels among students utilizing the digital platform compared to those receiving traditional instruction. Specifically, the experimental group's mean OCCUT scores are anticipated to be at least 15% higher, with statistical significance confirmed via independent samples t-test (p < 0.05). Qualitative data are projected to reveal enhanced motivation, deeper cognitive processing, and positive perceptions of the platform’s usability. Additionally, regression analyses may identify key factors, such as perceived interactivity and ease of navigation, as predictors of learning gains. Contributions to knowledge include empirical evidence supporting the integration of interactive digital tools into organic chemistry curricula and insights into the design principles that maximize educational effectiveness. Theoretically, the study draws upon Mayer’s Cognitive Theory of Multimedia Learning and Vygotsky’s Social Constructivism to underpin platform features that promote active engagement and scaffolding. The findings are expected to inform best practices in technology-enhanced chemical education and guide curriculum developers aiming to incorporate digital innovations. The study concludes that a well-designed digital platform can significantly enhance students’ comprehension and motivation in organic chemistry. Recommendations include scaling up the platform for broader implementation, continuous refinement based on user feedback, and training educators to effectively facilitate its integration. Future research might explore longitudinal impacts, adapt the platform for other branches of chemistry, or incorporate emerging technologies such as augmented reality. Overall, this work underscores the transformative potential of digital technology in reshaping organic chemistry teaching and learning, contributing valuable evidence to the ongoing discourse on innovation in STEM education.