When Chemical Bonding is Perceived Simple and Interesting: The Design and Development of a Learning Object

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Pauline S. Muljana
Jodye Selco
Richard Feldman
Thomas Gaston
Bo Choi


The concept of chemical bonding is abstract and perceived as difficult. While it is a fundamental concept required to comprehend other chemistry topics, the learning outcomes are not always attained. Addressing this issue, our challenge was to create a learning intervention regarding a common, fundamental chemistry concept for students in a variety of undergraduate chemistry courses. We envisioned a learning product that invites students’ interest yet is challenging. This design case discusses the process, the literature that informs our design decisions, and strategies incorporated into the design of a learning object entitled Making Molecules: Dot Structures and Ionic Compounds to mitigate the learning issue. Discussion on the context of the project, design and development strategies, evaluation, and project reflection is presented as well.


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How to Cite
Muljana, P. S., Selco, J., Feldman, R., Gaston, T., & Choi, B. (2020). When Chemical Bonding is Perceived Simple and Interesting: The Design and Development of a Learning Object. International Journal of Designs for Learning, 11(3), 148–161. https://doi.org/10.14434/ijdl.v11i3.28801
Author Biographies

Pauline S. Muljana, Old Dominion University

Pauline S. Muljana is formerly an Instructional Designer at California State Polytechnic University, Pomona (Cal Poly Pomona). She is currently a Ph.D. candidate in the Instructional Design and Technology program at Old Dominion University. Her research interests include learning analytics, self-regulated learning, instructional design, and the intersections of where these two or three domains meet.

Jodye Selco, California State Polytechnic University, Pomona

Jodye Selco is a Professor in the Center for Excellence in Mathematics and Science Teaching (CEMaST) and teaches in the Department of Chemistry and Biochemistry at Cal Poly Pomona. She has been studying the effectiveness of instructional methods and curriculum on the learning success of students in Chemical Education.

Richard Feldman, California State Polytechnic University, Pomona

Richard Feldman is a Multimedia Developer at Cal Poly Pomona. He creates interactive simulations that help faculty demonstrate concepts that are otherwise difficult to explain to students.

Thomas Gaston, California State Polytechnic University, Pomona

Thomas Gaston is an Instructional Technology Consultant at Cal Poly Pomona. He provides services in the areas of technical support, system administration, and online course design.

Bo Choi, University of California, Irvine

Bo Choi is an Instructional Designer at the University of California, Irvine. She provides faculty consultation, trainings, and support in various digital learning, online teaching, course development, and pedagogical innovation.