@article{cheng_annetta_folta_holmes_2011, title={Drugs and the brain: Learning the impact of methamphetamine abuse on the brain through a virtual brain exhibit in the museum}, volume={33}, number={2}, journal={International Journal of Science Education}, author={Cheng, M. T. and Annetta, L. and Folta, E. and Holmes, S. Y.}, year={2011}, pages={299–319} }
 @article{lamb_annetta_meldrum_vallett_2012, title={MEASURING SCIENCE INTEREST: RASCH VALIDATION OF THE SCIENCE INTEREST SURVEY}, volume={10}, ISSN={["1573-1774"]}, DOI={10.1007/s10763-011-9314-z}, number={3}, journal={INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION}, author={Lamb, Richard Lawrence and Annetta, Leonard and Meldrum, Jeannette and Vallett, David}, year={2012}, month={Jun}, pages={643–668} }
 @article{annetta_2010, title={The "I's" have it: A framework for serious educational game design}, volume={14}, number={2}, journal={Review of General Psychology}, author={Annetta, L. A.}, year={2010}, pages={105–112} }
 @article{chen_lien_annetta_lu_2010, title={The influence of an educational computer game on children's cultural identities}, volume={13}, number={1}, journal={Educational Technology & Society}, author={Chen, H. P. and Lien, C. J. and Annetta, L. and Lu, Y. L.}, year={2010}, pages={94–105} }
 @article{annetta_minogue_holmes_cheng_2009, title={Investigating the impact of video games on high school students' engagement and learning about genetics}, volume={53}, ISSN={["1873-782X"]}, DOI={10.1016/j.compedu.2008.12.020}, abstractNote={The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology’s efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p > .05) in student learning as measured by our instrument, there were significant differences (p < .05) found in the participants’ level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed.}, number={1}, journal={COMPUTERS & EDUCATION}, author={Annetta, Leonard A. and Minogue, James and Holmes, Shawn Y. and Cheng, Meng-Tzu}, year={2009}, month={Aug}, pages={74–85} }
 @article{annetta_mangrum_holmes_collazo_cheng_2009, title={Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom}, volume={31}, ISSN={["1464-5289"]}, DOI={10.1080/09500690801968656}, abstractNote={The purpose of this study was to examine students' learning of simple machines, a fifth‐grade (ages 10–11) forces and motion unit, and student engagement using a teacher‐created Multiplayer Educational Gaming Application. This mixed‐method study collected pre‐test/post‐test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre‐test and post‐test design involved 74 students, 31 males and 43 females, who played the Dr. Friction Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p > .05) but statistically significant differences in gain scores (p = .001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.}, number={8}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Annetta, Leonard and Mangrum, Jennifer and Holmes, Shawn and Collazo, Kimberly and Cheng, Meng-Tzu}, year={2009}, pages={1091–1113} }
 @article{annetta_2008, title={Video games in education: Why they should be used and how they are being used}, volume={47}, ISSN={["1543-0421"]}, DOI={10.1080/00405840802153940}, abstractNote={Today's K–20 students have been called, among other names, the net generation. As they matriculate through the education system, they are often exposed to materials and manipulatives used for the past 40 years, and not to the digital media to which they are accustomed. As student scores continue to regress from Grade 3 to Grade 12 and technical jobs once housed in the United States continue to be outsourced, it is critical to expose and challenge the Net Generation in environments that engage them and motivate them to explore, experiment, and construct their own knowledge. The commercial popularity of video games is beginning to transpose to the classroom; but is the classroom ready? Are teachers and administrators ready? This article provides a practical rationale for and experiences with integrating video games into the K–20 (kindergarten through graduate school) curriculum.}, number={3}, journal={THEORY INTO PRACTICE}, author={Annetta, Leonard A.}, year={2008}, pages={229–239} }
 @article{annetta_shymansky_2006, title={Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies}, volume={43}, ISSN={["1098-2736"]}, DOI={10.1002/tea.20106}, abstractNote={Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance-education strategies for enhancing the science learning of 94 Midwestern elementary-school teachers participating in a 5-year professional-development project. The three distance-education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web-based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p < 0.05) on multiple-choice and constructed-response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1019–1039, 2006}, number={10}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Annetta, Leonard A. and Shymansky, James A.}, year={2006}, month={Dec}, pages={1019–1039} }
 @article{slykhuis_wiebe_annetta_2005, title={Eye-Tracking Students' Attention to PowerPoint Photographs in a Science Education Setting}, volume={14}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-005-0225-z}, DOI={10.1007/s10956-005-0225-z}, number={5-6}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Slykhuis, David A. and Wiebe, Eric N. and Annetta, Len A.}, year={2005}, month={Dec}, pages={509–520} }