Evaluating Student Engagement with Quick Reference Videos for Common Organic Chemistry Laboratory Techniques

Abstract

Multimedia approaches, including short instructional videos, are complementary to traditional modes of instruction such as in-person lecture and written procedures. We describe the creation, implementation, and evaluation of Quick Reference (QR) instructional videos in an undergraduate organic chemistry laboratory (OCL) setting for nonchemistry majors. The QR videos were designed to address specific, recurring questions about equipment, procedure, and concepts that students in our OCL courses find continually challenging. Quick-response barcodes for each video were located close to related glassware, equipment, and chemicals during the teaching laboratory, which could be scanned by a mobile device. Students indicated in survey responses that the QR videos were easily accessible, increased their confidence in the chosen technique, and answered questions that they would otherwise have asked their TA. We found that students engaged the most with video sections relating directly to hands-on procedures (“how”) but disengaged during conceptual explanations (“why”). This study offers useful insights into how chemistry students utilize instructional videos in a laboratory setting.