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Assessing Twenty-First Century Skills through a Teacher Created Video Game for High School Biology Students
ARTICLE

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Research in Science & Technological Education Volume 28, Number 2, ISSN 0263-5143

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 twenty-first century skills while being engrossed in the embedded science content. (Contains 2 figures.)

Citation

Annetta, L.A., Cheng, M.T. & Holmes, S. (2010). Assessing Twenty-First Century Skills through a Teacher Created Video Game for High School Biology Students. Research in Science & Technological Education, 28(2), 101-114. Retrieved May 24, 2019 from .

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