THE ROLE OF INTERACTIVE ANIMATED WEB PLATFORMS FOCUSED ON PRACTICAL EXERCISES IN TEACHING CHEMISTRY.

This article examines the role of practice-oriented interactive animation web platforms (IAWP) in chemistry instruction as complements or partial substitutes for wet-lab practicals. We propose a design framework that integrates cognitive-load control (progressive disclosure, capped simultaneity), representational alignment (macroscopic–particulate–symbolic synchrony), and metacognitive regulation (plan–predict–observe–explain cycles). A quasi-experimental study with Grades 8–10 across three units (solutions, equilibrium, kinetics) compared IAWP-enhanced lessons with business-as-usual practicals. Outcomes included concept inventories, process-skills rubrics, safety-culture indicators, cognitive-load indices, and engagement analytics captured in real time. IAWP yielded medium gains in conceptual understanding and near/far transfer, reduced extraneous load without inflating intrinsic complexity, and improved procedural accuracy and reflective explanations. Teachers reported greater time-on-task and richer formative assessment through embedded logs and dashboards. Implementation constraints concerned device availability, bandwidth, and the need to calibrate scenarios to local curricula. The paper concludes with actionable integration guidelines, a sequencing template for practical sessions, and evaluation metrics schools can adopt to monitor learning, safety, and engagement.