Learning Outcomes Associated with Classroom Implementation of a Biotechnology-Themed Video Game

Abstract

The educational video game Mission Biotech provides a virtual experience for students in learning biotechnology materials and tools. This study explores the use of Mission Biotech and the associated curriculum by three high school teachers and their students. All three classes demonstrated gains on a curriculum-aligned test of science content. Students from two of the classes showed gains on a standards-aligned test of content; students from the third class did not demonstrate statistically significant gains. This result is attributable to a ceiling effect. The results support the idea that video games can be useful in classroom contexts. No statistically significant changes were found when looking at how the game affected student attitudes toward science and science careers.