A Prelaboratory Framework Toward Integrating Theory and Utility Value with Laboratories: Student Perceptions on Learning and Motivation

Laboratory-based learning can be weakened by a lack of connection with underlying theory and limited contextualization to enhance motivation. To address these shortcomings, a framework for the development of web-based multimedia prelaboratory modules is proposed. The framework incorporates supportive information (content), utility value (context), multimedia design principles (design), and questions/explanatory feedback (formative assessment). On the basis of this framework, prelaboratory modules were developed for three second-year organic chemistry experiments in a chemical engineering course. Each module consists of a few short animation videos and a few questions. The videos include explanation of theories and justification for experimental procedures (supportive information), as well as explanation of utility value to increase student motivation. The effectiveness of the modules was assessed through multiple strategies including a survey with learning and utility value/motivation constructs, student ...