Background.Keeping high school students engaged and motivated to learn complex scientific concepts can be difficult and challenging; this is especially true if the task feels daunting and unfamiliar to the students. Incorporating educational technology, such as KAHOOT, into the classroom can help students learn scientific material even when it is difficult. Aim. Our objective is to determine the effectiveness of gamification in an Advanced Placement Biology (AP biology) classroom by using the online game ‘KAHOOT!’ as a supplement to traditional teacher-centered learning. In addition, we determine the use of ‘KAHOOT!’ in enhancing student engagement and the learning experience for biology. Methods. A presentation on Transcription and Translation was given to a small group of high school AP Biology students ( n = 18, 18 women). After the presentation, the students were given 15 questions and twenty seconds to answer each question in the ‘KAHOOT!’ game. Both the students and the teacher were given a post-activity survey to assess their interest in the activity. Results. Based on the responses in the Students’ Survey, ‘KAHOOT!’ can be used as a gamified assessment tool to help students learn the topic of ‘Transcription and Translation’ by actively engaging them in a fun and exciting manner. Conclusion. The overall activity had a positive impact on the students and teacher as the students enjoyed learning Transcription and Translation through the use of ‘KAHOOT!’.

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Virtual chemistry laboratory modules were investigated as a potential learning resource that complements traditional in-person experiments. In collaboration with a high school instructor, we designed two interactive modules, Rates of Reaction and Models of Organic Molecules, which became part of a previously reported online chemistry platform referred to as LabLessons. High school students took advantage of these modules to reinforce their knowledge of specific chemistry concepts and prepare themselves for the corresponding lab experiments. Students and the instructor were surveyed after their use of the two modules, providing feedback on the module designs and effectiveness. Survey results as well as academic performance suggest that independent learning through modules had an overall positive impact on learning when used in conjunction with traditional methods.