This paper, titled "Gamification in the Undergraduate Chemistry Course: A Systematic Review," was published in the peer-reviewed proceedings of the SITE 2024 conference. It systematically reviews the use of gamification elements in undergraduate general chemistry courses, focusing on digital delivery methods. Following rigorous inclusion criteria, the study identified key gamification elements such as sensation, competition, points, and puzzles as the most frequently utilized in these courses.

By employing frameworks such as Self-Determination Theory (SDT), the study explores how gamification can enhance motivation and engagement among students, addressing the unique challenges of chemistry education. This work contributes valuable insights into the design and implementation of gamification strategies in higher education, particularly in STEM fields.

This paper, titled "Green Chemistry Meets Real-World Solutions," was developed as part of an assignment for LTEC 6020 – Advanced Instructional Design at the University of North Texas. It outlines an instructional design document for an undergraduate chemistry unit that integrates the 12 principles of green chemistry with sustainability practices. Using the Cognitive Apprenticeship model, the unit emphasizes hands-on, authentic learning experiences to foster critical thinking, creativity, and environmental awareness. This work demonstrates a strong understanding of instructional design principles and the ability to align educational objectives with practical, real-world applications.

This paper, titled "Survey-Based Exploration of Gamified Tools in Education," was developed as an assignment for LTEC 6511 – Analysis of Research in Learning Technologies at the University of North Texas. It is a research-driven study based on real data collected from 38 participants through an online survey. The research explores how students across various educational levels perceive and interact with gamified learning tools, analyzing key constructs such as engagement, enjoyment, and familiarity.

The study employs rigorous methodologies, including reliability testing, factor analysis, and ANOVA, to uncover significant patterns and group differences. Its findings provide meaningful insights into the role of familiarity and frequency of gamified tool usage in shaping students' educational experiences. This paper reflects a publishable standard of research, highlighting its potential contribution to the field of educational technology and the broader discourse on gamification in learning.

This paper, titled "Enhancing Student Engagement and Understanding in College-Level Chemistry through Multimedia Integration: A Literature Review," was developed as an assignment for LTEC 6200 at the University of North Texas. It provides a comprehensive review of research on the integration of multimedia tools—such as videos, animations, and simulations—in chemistry education. The study explores the impact of these tools on student engagement and understanding while addressing challenges like managing cognitive load and technical barriers.

This scholarly work synthesizes evidence from the literature, offering best practices for the effective integration of multimedia into chemistry curricula. It underscores the transformative potential of multimedia in making abstract and complex concepts more accessible to students. The paper's systematic analysis and practical recommendations position it as a valuable contribution to discussions on improving STEM education through innovative teaching methods.

This paper, titled "The Impact of Gamification on Student Engagement and Learning in College-Level Chemistry Courses," was developed as part of an assignment for LTEC 6200 at the University of North Texas. It presents a comprehensive research design framework for investigating the effects of gamification on student engagement, motivation, and learning outcomes in chemistry education. The study employs a robust methodology that includes the Technology Acceptance Model (TAM), the Student Course Engagement Questionnaire (SCEQ), and constructs like Perceived Ease of Use (PEOU). Data collection involves both quantitative surveys and qualitative focus groups, with statistical and thematic analyses planned for data interpretation.

Grounded in Self-Determination Theory (SDT), this framework explores how gamification fulfills psychological needs such as autonomy, competence, and relatedness, aiming to improve intrinsic motivation and academic performance. The detailed design demonstrates a rigorous approach suitable for publication, with potential to contribute valuable insights into educational innovation and instructional practices in higher education.

This paper, titled "Baking Bread and Teaching Chemistry: My Updated Personal Learning Theory," was developed as part of an assignment for LTEC 6010 – Theories of Instructional Technology at the University of North Texas. It provides a reflective analysis of personal learning theories informed by foundational concepts such as mastery learning, constructivism, and meaningful learning. The paper connects these theories with practical experiences in teaching college-level chemistry, emphasizing the roles of curiosity, engagement, and repetition in the learning process.

The work also explores how technology can enhance traditional teaching methods, integrating tools like adaptive learning platforms to support targeted and efficient student learning. By synthesizing theory, practical application, and personal insight, this paper offers a nuanced perspective on learning and instruction, making it a thoughtful and publishable exploration of instructional practices.

This paper, titled "Analyzing Multimedia Content through Mayer's 12 Principles: A Case Study on 'To College or Not To College' Video," was developed as part of a graduate-level instructional design course (LTEC 6200) at the University of North Texas. The study critically evaluates the effectiveness of the video "To College or Not To College" using Mayer's 12 Principles of Multimedia Learning as a framework.

The analysis highlights the video’s strengths, such as its alignment with the Multimedia, Modality, and Personalization Principles, while identifying areas for improvement, such as better adherence to the Redundancy and Pre-training Principles. The paper provides actionable recommendations for enhancing the video’s instructional design, offering a thoughtful case study that bridges theory and practice in multimedia education.

This paper, titled "An Argument for Web-Based Instruction," was developed as a final project for LTEC 6010 – Theories of Instructional Technology at the University of North Texas. It critically examines the effectiveness of online learning in higher education, particularly in the post-pandemic era. Drawing on extensive research and meta-analyses, the paper explores how online instruction enhances academic performance, retention rates, and accessibility compared to traditional in-person learning.

The argument highlights the flexibility, inclusivity, and pedagogical diversity enabled by online platforms, as well as the challenges such as digital equity and instructor preparedness. It concludes that online learning, when thoughtfully designed and implemented, can provide educational experiences that rival or surpass those of traditional modalities. This paper reflects an in-depth analysis of contemporary educational practices and offers valuable insights into the evolving role of technology in higher education.

This paper, titled "Sage on the Side? What is the Role of the Instructor in a Technology-Focused Educational Climate?" was developed as a major assignment for LTEC 6010 – Theories of Instructional Technology at the University of North Texas. It explores the evolving role of instructors in the context of technology-enhanced education. Through a synthesis of research, the paper emphasizes that instructors remain pivotal as mentors, facilitators, and critical thinkers, even in technology-driven learning environments.

The study examines the multifaceted roles of online educators, including mentorship, fostering critical thinking, and providing personalized feedback, which are vital for student engagement and success. It highlights the importance of human interaction and mentorship in online learning and challenges the notion that technological tools alone can replace instructors. This work demonstrates a thoughtful analysis of contemporary educational practices and contributes to the discourse on the balance between technology and pedagogy in higher education.