Assessing twenty-first century skills through a teacher created video game for high school biology students

Leonard A. Annetta, Meng-Tzu Cheng, Shawn Holmes

Research output: Contribution to journalArticle

39 Citations (Scopus)

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 languageEnglish
Pages (from-to)101-114
Number of pages14
JournalResearch in Science and Technological Education
Volume28
Issue number2
DOIs
Publication statusPublished - 2010 Dec 1

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computer game
twenty-first century
biology
teacher
school
student
productivity
literacy
classroom
communication
interaction
science
education

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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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 journalArticle

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