Qualitative analysis reveals enhanced confidence and reduced anxiety with interactive pre-lab resources in chemistry education, suggesting improvements for diverse learners.
Key Points
This research aims to understand students' experiences with interactive multimedia designed for organic chemistry labs.
Qualitative study utilizing semi-structured interviews with six second-year undergraduate chemistry students.
Data analyzed using reflexive thematic analysis to identify key themes of student experiences.
Focus on experiences related to a co-created multimedia resource for a sodium borohydride reduction experiment.
Students reported increased confidence and procedural fluency due to interactive features like videos and quizzes.
Enhanced lab preparedness and reduced anxiety were noted as significant benefits of the multimedia content.
Challenges included aspects like content repetition and timing pressures affecting students' overall experience.