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Volume 8, Issue 3
  • ISSN: 1751-1917
  • E-ISSN: 1751-1925



In the United States, providing students with the education needed to develop the knowledge, skills and values that will enable them to become effective citizens is in question due to weak curricular requirements, inadequate state standards, inappropriate assessment measures, and poor teacher preparation. The role teacher education could play in filling these voids is critical. This article examines the effects of a digital game on the knowledge of civics concepts of students and the development of specific twenty-first-century skills, making judgments and decisions. A comparison of pre and post results reveal participants (n=58) learned civics concepts using this interactive and content-rich instructional resource.


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