Exploring the Mind via Online Experiment Demonstrations

TILT Program: New Ways of Teaching, New Ways of Learning (NW)

Principal investigator: Margaret Grant, lecturer, Department of Linguistics and Cognitive Science, Faculty of Arts and Social Sciences

Project team: Sunjot Chahal, research assistant

Timeframe: May 2022 - March 2025   

TILT Support: $5000

Course addressed: COGS 100 -- Exploring the Mind

Final Report: View Margaret Grant's final report (PDF), and manuscript (PDF)

Description:

This project explored the implementation of online experiment demonstrations as experiential learning activities in an introductory cognitive science course. Recognizing the need to provide meaningful hands-on experiences in large undergraduate courses, particularly in blended learning environments, the research investigated how students could directly experience psychological and cognitive experiments that form the foundation of cognitive science knowledge.

The project implemented interactive online experiment demonstrations where students participated in classic cognitive science experiments, then reflected on their experiences through structured discussions with assigned partners. This approach aimed to move beyond traditional lecture-based instruction to provide students with first-hand experience of the phenomena they were studying theoretically. Students completed experiments individually online, then met with partners during class time to discuss their experiences and connect their personal observations to course concepts.

The experiential learning approach was grounded in theories that emphasize the importance of direct experience in knowledge construction. By having students participate in the same types of experiments that generate cognitive science research findings, the project sought to deepen understanding of both research methodologies and substantive findings in the field. The partnership component was designed to facilitate reflection and help students articulate connections between their experimental experiences and theoretical course content. While some logistical challenges emerged with partner coordination, particularly regarding absent or unresponsive partners, students generally reported positive learning experiences. The success of this approach contributed to the instructor's decision to move COGS 100 to a blended model and influenced the development of experiential components in other cognitive science courses.

Questions addressed:

• How can online experiment demonstrations serve as effective experiential learning activities in large undergraduate courses?
• What is the impact of structured partner discussions on student learning from experimental experiences?
• How do students connect their direct experimental experiences to theoretical course content?
• What are the logistical considerations for implementing experiential learning activities in blended course formats?

Knowledge sharing: Findings were presented at the 2023 Conference on Scholarly Teaching in Linguistics (CoSTaSiL) and published in the Proceedings of the Linguistic Society of America's special issue on "The Future of Teaching Linguistics." The project has been discussed informally with departmental colleagues and contributed to recognition through the Cormack Award for Teaching in FASS in 2024.

Keywords: experiential learning, cognitive science education, online experiments, blended learning, undergraduate pedagogy, interactive demonstrations, reflection activities, partner-based learning, introductory courses, hands-on learning