Kong et al. (2014) suggested that learning 21st century skills should occur through interaction with everyday activities and applied through the educational process. In their review, six research themes were identified which consisted of students realizing 21st century skills, bridging the gap between curriculum and social situations, maximizing learning opportunities, building ongoing awareness, and assessment of 21st century skills (Kong et al ., 2014). Lee and Hung (2012) focused on building a conceptualized instructional framework for 21st century learning. They proposed an instructional framework for developing students' dispositions, attitudes, skills and knowledge that focuses on five learning zones. The five learning zones are the instruction zone, the practice zone, the interaction zone, the tinkering zone, the metacognition zone. The big ideas of 21st century learning are aimed at the interactions between theory and practice, incorporating the individual, the community, and students who through reflective practice and the application of metacognition interact (Lee & Hung, 2012). Learning in the 21st century must be flexible and individually tailored to the individual