@article{annetta_frazier_folta_holmes_lamb_cheng_2013, title={Science teacher efficacy and extrinsic factors toward professional development using video games in a design-based research model: The next generation of stem learning}, volume={22}, number={1}, journal={Journal of Science Education and Technology}, author={Annetta, L. A. and Frazier, W. M. and Folta, E. and Holmes, S. and Lamb, R. and Cheng, M. T.}, year={2013}, pages={47–61} }
 @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} }
 @misc{holmes_2011, title={Sowing the seeds of character: the moral education of adolescents in public and private schools}, volume={40}, number={2}, journal={Journal of Moral Education}, author={Holmes, S. Y.}, year={2011}, pages={268–269} }
 @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_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} }