Research Interests:

• Eye tracking methodologies and data visualizations
• Learning in Organic Chemistry
• Visual information processing: visual search and reading comprehension of scientific notation
• Visual complexity of scientific notation
• Technology in the classroom
• Curriculum development

My group is interested in foundational research in organic chemistry education. The focus of our research is rooted in the premise that without truly understanding how students are interacting with learning materials, we cannot begin to improve their learning experience. Our research uses eye-tracking methodologies to study reading and visual search strategies used by students to encode and comprehend organic chemical notation.

Publications

Havanki, K. L. & Hansen, S. J. R. (2018). What They See Impacts the Data You Get: Selection and Design of Visual Stimuli. In J. R. VandenPlas, S. J. R. Hansen, & S. Cullipher (Eds.), Eye Tracking for the Chemistry Education Researcher. (pp. 25-52). Washington, DC: ACS Publications. DOI:10.1021/bk-2018-1292.ch003 (peer reviewed)

Havanki, K. L. (2018). Studying the Language of Organic Chemistry: Visual Processing and Practical Considerations for Eye-Tracking Research in Structural Notation. In J. R. VandenPlas, S. J. R. Hansen, & S. Cullipher (Eds.), Eye Tracking for the Chemistry Education Researcher. (pp. 183-204). Washington, DC: ACS Publications. DOI:10.1021/bk-2018-1292.ch010 (peer reviewed)

Havanki, K.L. and VandenPlas, J.R. (2014). Eye Tracking Methodology for Chemistry Education Research. In D.M. Bunce and R.S. Cole (eds.), Tools of Chemistry Education Research (191-218). Washington, DC: American Chemical Society.

Bunce, D.M, Havanki, K.L., and VandenPlas, J.R. (2008). A theory-based evaluation of POGIL workshops: providing a clearer picture of POGIL adoption. In R.S. Moog and J.N. Spencer (eds.) Process Oriented Guided Inquiry Learning (POGIL) (100-113). Washington, DC: American Chemical Society.

Bunce, D.M., VandenPlas, J.R., and Havanki, K.L. (2006). Comparing the Effectiveness on Student Achievement of a Student Response System versus Online WebCT Quizzes. Journal of Chemical Education, 83(3), 488-493.