Enhancing students’ conceptual understanding of amino acids through digital and interactive learning platforms

Abstract

The rapid integration of digital technologies into science education has transformed the ways complex chemical concepts are taught and understood. Amino acids, as fundamental building blocks of proteins, represent a topic that combines structural organic chemistry with biological functionality and stereochemical complexity. Students often experience difficulties in understanding zwitterion formation, peptide bond mechanisms, isoelectric points, and three-dimensional molecular configurations. This study explores the pedagogical impact of digital and interactive learning platforms on enhancing students’ conceptual understanding of amino acids. The research adopts a quasi-experimental design involving undergraduate chemistry students divided into control and experimental groups. The experimental group engaged with molecular visualization software, virtual laboratory simulations, and interactive assessment tools, while the control group received traditional lecture-based instruction. Pre- and post-test comparisons indicate a significant improvement in conceptual comprehension, spatial reasoning, and analytical skills among students exposed to digital tools. The findings suggest that systematic integration of interactive technologies fosters deeper cognitive processing, promotes inquiry-based learning, and strengthens interdisciplinary connections between chemistry and biology.