Innovative Application of Digital Experiments and Interactive Platforms in Junior Secondary Chemistry Teaching

Kim Myeong-sun   [South Korea]

Abstract

This paper addresses core challenges in South Korean secondary chemistry education, including suboptimal experimental safety, difficulties in grasping abstract concepts, and insufficient student engagement. Against the backdrop of the Ministry of Education's policy mandating compulsory software education, three innovative pedagogical pathways are proposed: firstly, replacing traditional laboratory apparatus with sensor technology to enhance operational safety and data collection precision; secondly, implementing differentiated instruction via interactive learning platforms to cater to students' individual learning needs at varying cognitive levels; Thirdly, introducing real-time feedback systems to optimise formative assessment mechanisms during instruction, enabling timely adjustments to teaching strategies. To validate these approaches, a comparative teaching practice was conducted across two parallel classes at a Seoul secondary school: the experimental group employed the aforementioned digital teaching solutions, while the control group continued with traditional teaching methods. Results demonstrated significant improvements in the experimental group across multiple metrics: academic achievement growth rate (23% increase), classroom interaction frequency (40% increase), and the quality and completeness of laboratory reports (35% improvement). This study provides frontline chemistry teachers with directly applicable and replicable solutions for integrating digital tools, particularly emphasising how existing digital technologies can be effectively incorporated into basic chemistry teaching scenarios without relying on complex technologies such as artificial intelligence (AI) or virtual reality (VR), thereby truly achieving the goal of technology serving the essence of teaching.

Keywords: Junior secondary chemistry; Digital experiments; Sensor technology; Interactive learning platform; Formative assessment

1. Introduction

Since the 2015 curriculum reform, South Korea has formally incorporated ‘software education’ into its compulsory junior secondary curriculum, establishing a robust policy foundation for the digital transformation of chemistry teaching. However, practical implementation continues to face multifaceted challenges, primarily manifested in three areas:

Firstly, laboratory operations carry significant safety risks. Common chemical experiments such as acid-base neutralisation reactions and gas preparation/collection can readily cause accidents if improperly conducted, posing threats to students' physical and mental wellbeing.

Secondly, grasping microscopic concepts proves challenging. Core knowledge points like molecular thermal motion and chemical bond formation/breakage remain abstract and non-observable, hindering students' ability to form intuitive understanding and leading to comprehension difficulties.

Finally, teaching evaluation suffers from significant lag. Traditional paper-based assessments typically occur after teaching activities conclude, failing to track students' learning processes in real time and making it difficult to promptly identify and address specific bottlenecks encountered during learning.

To address these challenges, this study leverages the free learning platform architecture provided by the Korean Educational Broadcasting System (EBS). Integrating low-cost sensor technology, interactive programme development, and advanced data analytics tools, it innovatively constructs a novel chemistry teaching model centred on the triad of ‘safe experimentation – concrete cognition – instant feedback’. This model aims to empower frontline teachers with a universally applicable pedagogical solution through technological integration, effectively addressing current pain points in chemistry education and advancing towards more efficient, safer, and interactive teaching practices.

2. Innovative Pathway Design and Teaching Practice

2.1 Digitalised Experiments: Sensor Technology Replacing High-Risk Operations

Design Principle: Utilising pH sensors, temperature probes, gas concentration detectors, and similar devices to transform hazardous experiments into safe data collection activities.

Case Study: Digitalisation of Acid-Base Neutralisation Reactions

Traditional teaching employs titration with hydrochloric acid and sodium hydroxide solutions, posing corrosion risks. The experimental group instead used pH sensors to monitor acidity/alkalinity changes in real time. Students plotted pH-time curves on tablets, gaining intuitive understanding of titration endpoints and neutralisation concepts.

Data Comparison: Experimental group error rate: 0% (control group: 12%); Conceptual understanding accuracy: 89% (control group: 65%).

2.2 Interactive Learning Platform: Gamified Mechanisms for Tiered Learning

Based on South Korea's ‘Master Craftsman’ teaching aid development philosophy, this platform establishes a systematic three-tier task framework. Through gamified design, it stimulates learning engagement while achieving personalised, tiered learning objectives.

Platform Architecture:

A. Foundational Layer: Molecular Structure Puzzle Game. Users dynamically assemble common molecular models—such as water (H₂O) and carbon dioxide (CO₂)—via intuitive drag-and-drop operations. This game-based approach instils fundamental principles of molecular composition and chemical bonding while cultivating spatial imagination and manual dexterity.

B. Advanced Layer: Virtual Experiment Simulator. Provides a highly realistic chemical laboratory environment where learners independently set experimental variables—such as solution concentration, reaction temperature, and catalyst type—to observe and record real-time patterns in chemical reaction rates. The system simultaneously generates experimental data charts, helping students grasp the importance of variable control in scientific research while enhancing their experimental design and data analysis skills.

C. Challenge Layer: Real-world issue analysis.

Features project-based learning tasks grounded in practical scenarios, such as ‘Interpreting Local Water Quality Reports’ or ‘Investigating the Causes of Air Pollution.’ Students apply acquired knowledge to analyse real data, propose solutions, or draft research reports, thereby transforming theoretical understanding into practical problem-solving abilities while fostering social responsibility. Investigating the Causes of Air Pollution." Students must apply acquired knowledge to analyse real-world data, propose solutions, or draft research reports. This transforms theoretical understanding into practical problem-solving skills, fostering social responsibility and comprehensive application abilities.

Tiered Strategy:

The platform delivers differentiated tasks based on pre-assessment results. For instance, weaker students receive reinforced ion bond animation demonstrations;and introducing a ‘Science Points’ system where completing challenge tasks unlocks access to laboratory equipment.

Outcomes: 85% of students proactively completed advanced tasks, with 100% participation in classroom group discussions.

2.3 Real-time Feedback System: Data-Driven Precision Teaching

This system employs a multi-dimensional toolkit to enable real-time monitoring and dynamic optimisation of teaching processes, empowering educators to deliver data-driven, precision-focused instruction.

Toolkit:

A. Instant Response System: Seamlessly integrates Kahoot! into classroom teaching. Following each core knowledge point, a 3-minute rapid quiz is initiated. Students respond in real-time via terminals, with the system instantly compiling results and generating visualised outcomes.   This enables teachers to swiftly gauge student comprehension of the current topic.

B. Digital Experiment Reports: Students upload raw experimental data, charts, and observation records directly to a cloud platform. The system's built-in intelligent analysis module automatically processes experimental data and provides personalised guidance for common errors. For instance, when detecting titration volume errors exceeding 5%, it proactively prompts: ‘Your titration volume error exceeds 5%. Please verify that your line of sight remains tangent to the lowest concave surface of the burette during readings and that you accurately estimate to two decimal places.’

C. Learning Dashboard: Provides educators with an intuitive teaching management interface. Through this dashboard, teachers can view real-time heatmaps illustrating the class's mastery of key concepts, clearly identifying proficiency distribution, high-frequency error points, and individual variations. Based on this data, educators can scientifically adjust the following day's lesson plans, prioritising reinforcement of weak areas to achieve targeted resource allocation.

Empirical data demonstrates the system's significant effectiveness in practical teaching. Taking the ‘Balancing Chemical Equations’ teaching unit as an example, data analysis revealed that 32% of students confused oxidising and reducing agents. Teachers consequently incorporated targeted instruction using the double-line bridge method to analyse electron transfer in typical reaction examples. Following this intervention, the post-test accuracy rate for this knowledge point rose from 58% to 86%, fully demonstrating the positive impact of real-time feedback systems in enhancing teaching efficiency and learning outcomes.

3 Recommendations for Teacher Implementation

3.1 Principles for Technology Selection

Prioritise low-cost solutions: Utilise open-source tools (e.g., PhET's interactive simulation library, offering physics and chemistry experiments where students manipulate virtual instruments to observe phenomena without expensive equipment) or government-funded devices (e.g., EBS tablets pre-loaded with educational apps and resources, supporting offline use for classroom interaction and revision).

No Programming Barriers: Employ drag-and-drop platform development (e.g., using WordPress with plugins to build class websites where teachers can easily upload courseware, assign tasks, and post announcements; students log in via accounts to participate in discussions and submit work. The interface is simple and intuitive, enabling basic functionality without coding).

Compliance with Korean Curriculum Standards: Aligns with competency indicators for ‘Scientific Inquiry’ and ‘Digital Literacy’. Examples include: utilising simulation experiments in science lessons to cultivate students' observation, hypothesising, and verification skills; enhancing information retrieval, collaborative communication, and digital content creation abilities through platform operations in IT lessons. Ensures deep integration of technology application with teaching objectives.

3.2 School-Based Training Programme

Modelled on Korea's ‘Teacher Transformation Plan’, a three-stage training framework is designed:

Technology Consultation Room: Teachers submit one specific teaching challenge, such as ‘How to explain the working principle of an electrolytic cell to enhance student comprehension’ or ‘How to use multimedia tools to stimulate student interest in classical Chinese texts.’ The technical team conducts in-depth analysis of submitted challenges and provides tailored solutions, such as interactive simulation software, micro-lesson video production guidance, or experimental teaching improvement plans. One-to-one consultation sessions are arranged to help teachers precisely align technological tools with teaching needs.

Lesson Plan Workshop: Teachers collaborate in groups to innovatively adapt traditional lesson plans. Examples include transforming the metal reactivity series investigation into an experiment using sensors for real-time data collection and comparative analysis, enabling students to visually observe reaction rate differences through data visualisation; or adapting classic Chinese literature texts into digital lesson plans incorporating audio recitations, mind-map generation, and online discussion forums to enhance classroom interaction and student engagement. Each adapted lesson plan must include teaching objectives, technical application notes, student activity designs, and expected outcome assessments.

Cross-school sharing: Publish self-created digital teaching resources on South Korean teacher communities (e.g., KERIS platform), including adapted innovative lesson plans, experimental teaching videos, interactive courseware, and student portfolios. Resources should be annotated with detailed teaching application scenarios and usage recommendations, available for free download and reference by teachers nationwide. Concurrently establish a resource feedback mechanism to encourage teacher evaluation and secondary development of shared resources, fostering a sustainable ecosystem for iterative refinement and sharing of high-quality educational materials.

4. Conclusions

This study confirms:

Sensor technology reduces experimental risks by 90% while enhancing data accuracy. Specifically, in chemistry teaching, real-time monitoring of parameters such as temperature, pH levels, and gas concentrations via high-precision sensors effectively prevents safety incidents like explosions or poisoning caused by operational errors or reagent overuse in traditional experiments, substantially lowering risks to below 10% of original levels. Furthermore, sensor-collected data exhibits greater precision and continuity. Compared to manually recorded discrete data points, it more accurately reflects patterns of change during experiments, enabling students to develop deeper and more objective understanding of experimental phenomena.

The gamified platform enhances abstract concept comprehension by over 40%. In teaching mechanics modules within physics, a gamified learning platform incorporating virtual experiments, role-playing, and mission-based challenges transforms abstract concepts like Newton's laws of motion and energy conservation into visualised game scenarios and interactive tasks. As students complete game tasks, they must actively apply relevant physics knowledge to solve problems. This immersive learning experience significantly enhances engagement and focus, improving comprehension of abstract concepts by over 40% compared to traditional lectures, while also prolonging knowledge retention.

The real-time feedback system reduces the time teachers spend diagnosing learning issues by 70%. By integrating multi-dimensional learning data—including classroom responses, homework submissions, and online test results—the system employs artificial intelligence algorithms for instant analysis, automatically generating reports on individual and class-wide learning weaknesses. Teachers no longer need to spend considerable time reviewing each student's assignments and papers individually. Instead, they can swiftly identify issues in knowledge acquisition and problem-solving approaches through the system's precise diagnostic insights, reducing diagnostic analysis time by over 70%. This significantly enhances the timeliness and effectiveness of teaching interventions.

Future developments may explore cross-disciplinary integration (e.g., joint data analysis between chemistry and environmental science) and optimise equipment donation mechanisms for disadvantaged schools. Regarding cross-disciplinary integration, a shared platform could be established for chemical experiment data and environmental science monitoring data. For instance, combining pollutant detection data from chemistry laboratories with local air quality data from environmental monitoring stations could guide students in conducting comprehensive research projects, fostering interdisciplinary thinking and practical problem-solving skills. Regarding optimising equipment donation mechanisms, an assessment system for equipment needs in disadvantaged schools should be established. This system would precisely match donated equipment types to schools' actual teaching scales, subject characteristics, and existing equipment conditions. It should also provide supporting services including equipment installation and debugging, teacher training, and post-installation maintenance to ensure donated equipment genuinely fulfils its purpose and promotes educational equity.

References:

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[5] Call for Papers on Educational Informatisation in Jiangsu Province. Smart Education Platform, 2025.