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Journal of Undergraduate Research

Keywords

high school students, workforce literacy, reality games

College

Humanities

Department

English

Abstract

This project analyzed student engagement in a high school setting using digital learning environments based on a semi-realistic workplace simulation. The research team explored the challenges of high school student engagement in both traditional and digital learning environments. Data from student surveys suggest that traditional role-play in the classroom can be as effective as digital simulations in engaging student learners. While previous scholarship has focused on the advantages ARGs offer technical fields, very few have created short-term, adaptable simulations that take full advantage of the available technologies that people use regularly (texting, email, interviews through video clips, etc.) to explore critical thinking in secondary education. This collaborative research project developed, implemented, and assessed Alternate Reality Games (ARGs) as transformative tools for teaching literacy skills in middle or high school classrooms.

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