In chemistry, novices and experts use mental models to simulate and reason about sub-microscopic processes. Animations are thus important tools for learning in chemistry to convey reaction dynamics and molecular motion. While there are many animations available and studies showing the benefit of learning from animations, there are also limitations to their design and effectiveness. Moreover, there are few experimental studies into learning chemistry from animations, especially organic reaction mechanisms. We conducted a mixed-methods study into how students learn and develop mental models of a reaction mechanism from animations. The study (N = 45) used a pre-/post-test experimental design and counterbalanced static and animated computerized learning activities (15 min each), plus short think-aloud interviews for some participants (n = 20). We developed the tests and learning activities in a pilot study; these contained versions of an epoxide opening reaction mechanism either as static (using the electron-pushing formalism) or animated representations. Participants’ test accuracy, response times, and self-reported confidence were analyzed quantitatively (α = 0.05) and we found that, while participants showed a learning effect, there were no significant differences between the static and animated learning conditions. Participants’ spatial abilities were correlated to their test accuracy and influenced their learning gains for both conditions. Qualitative framework analysis of think-aloud interviews revealed changes in participants’ reasoning about the test questions, moving toward using rule- and case-based reasoning over model-based reasoning. This analysis also revealed that dynamic and transitional features were incorporated into participants’ working mental models of the reaction mechanism after learning from animations. The divergence of participants’ mental models for reasoning and visualization could suggest a gap in their mental model consolidation.

中文翻译：

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建立反应机制的心理模型：静态和动画表示，先验知识和空间能力的影响

在化学领域，新手和专家使用心理模型来模拟和推理亚微观过程。因此，动画是化学学习中传达反应动力学和分子运动的重要工具。尽管有许多可用的动画，并且研究显示了从动画中学习的好处，但是它们的设计和有效性也受到限制。此外，很少有实验研究从动画中学习化学，尤其是有机反应机理。我们对学生如何从动画中学习和开发反应机制的心理模型进行了混合方法研究。研究（N= 45）使用了测试前/测试后的实验设计以及平衡的静态和动画计算机学习活动（每次15分钟），以及一些参与者的简短思考方式访谈（n = 20）。我们在一项试点研究中开发了测试和学习活动；这些包含的环氧化物开放反应机理的版本可以是静态的（使用电子推动形式），也可以是动画的表示。对参与者的测试准确性，响应时间和自我报告的置信度进行了定量分析（α= 0.05），并且我们发现，尽管参与者表现出学习效果，但静态和动态学习条件之间没有显着差异。参与者的空间能力与他们的测试准确性相关，并影响他们在两种情况下的学习成果。对思考型访谈的定性框架分析表明，参与者对测试问题的推理发生了变化，逐渐趋向于使用基于规则和案例的推理而非基于模型的推理。该分析还表明，在从动画中学习后，动态和过渡特征已被纳入参与者的反应机制的工作心理模型中。参与者在推理和可视化方面的心理模型差异可能表明他们在心理模型整合方面存在差距。