P650: Project iPad: Breaking teaching boundaries in organic chemistry
Technology is constantly evolving and changing the way people complete every day tasks. With this constant change and development of technology brings a need to update the techniques instructors are using to teach students. Many organizations have successfully researched the effectiveness of technology implementation and adoption using the unified theory of acceptance and use of technology (UTAUT). The UTAUT model can be used to predict participants’ behavioral intention and usage of new technology based on 8 independent variables: performance expectancy, effort expectancy, social influence, facilitating conditions, gender, age, experience, and voluntariness of use. This study uses the constructivist learning theory and UTAUT model to examine the incorporation of chemistry based iPad apps as a way to supplement traditional lectures for specific modules (e.g., stereochemistry, NMR, etc.) in an undergraduate organic chemistry course. To determine the effectiveness of iPad integration, students in two classes, one a control group (lecture based) and the other a test group (iPad based), were given a survey before and after the module was taught. Their knowledge retention was easily assessed by looking at the students’ responses to specific questions on an exam (given weeks after the module was introduced).