Abstract
As twenty-first century skills become a greater focus in K-12 education, an infusion of technology that meets the needs of today's students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi-experimental, qualitative design assessed the twenty-first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time-on-task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twentyfirst century skills while being engrossed in the embedded science content.
| Original language | English |
|---|---|
| Pages (from-to) | 101-114 |
| Number of pages | 14 |
| Journal | Research in Science and Technological Education |
| Volume | 28 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2010 Dec 1 |
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All Science Journal Classification (ASJC) codes
- Education
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Assessing twenty-first century skills through a teacher created video game for high school biology students. / Annetta, Leonard A.; Cheng, Meng-Tzu; Holmes, Shawn.
In: Research in Science and Technological Education, Vol. 28, No. 2, 01.12.2010, p. 101-114.Research output: Contribution to journal › Article
TY - JOUR
T1 - Assessing twenty-first century skills through a teacher created video game for high school biology students
AU - Annetta, Leonard A.
AU - Cheng, Meng-Tzu
AU - Holmes, Shawn
PY - 2010/12/1
Y1 - 2010/12/1
N2 - As twenty-first century skills become a greater focus in K-12 education, an infusion of technology that meets the needs of today's students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi-experimental, qualitative design assessed the twenty-first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time-on-task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twentyfirst century skills while being engrossed in the embedded science content.
AB - As twenty-first century skills become a greater focus in K-12 education, an infusion of technology that meets the needs of today's students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi-experimental, qualitative design assessed the twenty-first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time-on-task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twentyfirst century skills while being engrossed in the embedded science content.
UR - http://www.scopus.com/inward/record.url?scp=79958177907&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79958177907&partnerID=8YFLogxK
U2 - 10.1080/02635141003748358
DO - 10.1080/02635141003748358
M3 - Article
AN - SCOPUS:79958177907
VL - 28
SP - 101
EP - 114
JO - Research in Science and Technological Education
JF - Research in Science and Technological Education
SN - 0263-5143
IS - 2
ER -