Keywords
fake news education
augmented reality
escape game
escape room game
media literacy
How to Cite
License
Copyright (c) 2023 Josef Buchner
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
The spread of fake news on the Internet and in social networks is increasingly damaging societies, for example by undermining trust in democratic structures and institutions. Recognizing fake news is difficult because online information is trusted more than traditional media and the design of fake news is emotional and made to be trustworthy. To address this problem, authentic and innovative learning environments are needed that both deliver knowledge about the characteristics of fake news and promote a more critical attitude toward online information. In previous research, (digital) games have shown to be promising for this purpose. In this study, we investigate whether an augmented reality-based escape game can also address learning goals that are relevant for fake news education. To answer this question, a pretest-posttest field study was conducted with 27 students. As the results show, the Escape Fake game studied can provide knowledge about fake news; promotes the ability to distinguish true and false information; contributes to a more critical attitude toward the trustworthiness of online information; and increases confidence in being able to recognize fake news in the future. Based on these findings, we recommend using the game as an educational resource in fake news education. However, more research is necessary to better understand the effects and to improve the effectiveness of the game.
References
Allcott, Hunt, und Matthew Gentzkow. 2017. «Social Media and Fake News in the 2016 Election». Journal of Economic Perspectives 31 (2): 211–36. https://doi.org/10.1257/jep.31.2.211.
Azuma, R., Y. Baillot, R. Behringer, S. Feiner, S. Julier, und B. MacIntyre. 2001. «Recent Advances in Augmented Reality». IEEE Computer Graphics and Applications 21 (6): 34–47. https://doi.org/10.1109/38.963459.
Barzilai, Sarit, und Clark A. Chinn. 2020. «A Review of Educational Responses to the ‹Post-Truth› Condition: Four Lenses on ‹Post-Truth› Problems». Educational Psychologist 55 (3): 107–19. https://doi.org/10.1080/00461520.2020.1786388.
Basol, Melisa, Jon Roozenbeek, und Sander van der Linden. 2020. «Good News about Bad News: Gamified Inoculation Boosts Confidence and Cognitive Immunity Against Fake News». Journal of Cognition 3 (1): 2. https://doi.org/10.5334/joc.91.
Buchner, Josef, Martina Rüter, und Michael Kerres. 2022. «Learning with a Digital Escape Room Game: Before or after Instruction?» Research and Practice in Technology Enhanced Learning 17 (1): 10. https://doi.org/10.1186/s41039-022-00187-x.
Chinn, Clark A., Sarit Barzilai, und Ravit Golan Duncan. 2021. «Education for a ‹Post-Truth› World: New Directions for Research and Practice». Educational Researcher 50 (1): 51–60. https://doi.org/10.3102/0013189X20940683.
Clauson, Angela, Lindsay Hahn, Tracy Frame, Angela Hagan, Leigh Ann Bynum, Marilyn E. Thompson, und Kelley Kiningham. 2019. «An Innovative Escape Room Activity to Assess Student Readiness for Advanced Pharmacy Practice Experiences (APPEs)». Currents in Pharmacy Teaching and Learning 11 (7): 723–8. https://doi.org/10.1016/j.cptl.2019.03.011.
Comerford, Milo, und Lea Gerster. 2021. «The rise of antisemitism online during the pandemic: a study of French and German content». Luxembourg: European Union. https://op.europa.eu/de/publication-detail/-/publication/d73c833f-c34c-11eb-a925-01aa75ed71a1/language-en.
Cook, John. 2020. Cranky Uncle vs. Climate Change: How to Understand and Respond to Climate Science Deniers. New York, NY: Citadel Press. https://crankyuncle.com/book/.
Cooke, Nicole A. 2017. «Posttruth, Truthiness, and Alternative Facts: Information Behavior and Critical Information Consumption for a New Age». The Library Quarterly 87 (3): 211–21. https://doi.org/10.1086/692298.
Cotner, Sarah, Kelly M. Smith, Leah Simpson, David S. Burgess, und Jeffrey Cain. 2018. «Incorporating an ‹Escape Room› Game Design in Infectious Diseases Instruction». Open Forum Infectious Diseases 5 (suppl_1): S401–S401. https://doi.org/10.1093/ofid/ofy210.1145.
Fasching, Michael, und Thomas Schubatzky. 2022. «Beyond Truth: Teaching Digital Competences in Secondary School against Disinformation». Medienimpulse 60 (3). https://doi.org/10.21243/MI-03-22-19.
Fiorella, Logan, und Richard E. Mayer. 2021. «The Generative Activity Principle in Multimedia Learning». In The Cambridge Handbook of Multimedia Learning, herausgegeben von Richard E. Mayer und Logan Fiorella, 3. Aufl., 339–50. Cambridge University Press. https://doi.org/10.1017/9781108894333.036.
Garzón, Juan, Kinshuk, Silvia Baldiris, Jaime Gutiérrez, und Juan Pavón. 2020. «How Do Pedagogical Approaches Affect the Impact of Augmented Reality on Education? A Meta-Analysis and Research Synthesis». Educational Research Review 31: 100334. https://doi.org/10.1016/j.edurev.2020.100334.
handysektor.de. 2017. «Fakt oder Fake: Das Handysektor Fake News Quiz». 2017. https://www.handysektor.de/artikel/fakt-oder-fake-das-handysektor-fake-news-quiz/.
Hermanns, Melinda, Belinda Deal, Ann M. Campbell, Shawn Hillhouse, J. Brian Opella, Casey Faigle, und Robert H. Campbell IV. 2017. «Using an ‹Escape Room› Toolbox Approach to Enhance Pharmacology Education». Journal of Nursing Education and Practice 8 (4): 89. https://doi.org/10.5430/jnep.v8n4p89.
Hou, Huei-Tse, und Ming-Chaun Li. 2014. «Evaluating Multiple Aspects of a Digital Educational Problem-Solving-Based Adventure Game». Computers in Human Behavior 30 (January): 29–38. https://doi.org/10.1016/j.chb.2013.07.052.
Jong, Ton de, und Ard W. Lazonder. 2014. «The Guided Discovery Learning Principle in Multimedia Learning». In The Cambridge Handbook of Multimedia Learning, herausgegeben von Richard E. Mayer, Second Edition, 371–90. Cambridge, UK: Cambridge University Press.
Kahne, Joseph, und Benjamin Bowyer. 2017. «Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation». American Educational Research Journal 54 (1): 3–34. https://doi.org/10.3102/0002831216679817.
Kerres, Michael. 2018. Mediendidaktik: Konzeption und Entwicklung mediengestützter Lernangebote. 5. Auflage. Berlin: De Gruyter Oldenbourg.
Khan, M. Laeeq, und Ika Karlina Idris. 2019. «Recognise Misinformation and Verify before Sharing: A Reasoned Action and Information Literacy Perspective». Behaviour & Information Technology 38 (12): 1194–212. https://doi.org/10.1080/0144929X.2019.1578828.
Kotzebue, Lena von, Joerg Zumbach, und Anna Brandlmayr. 2022. «Digital Escape Rooms as Game-Based Learning Environments: A Study in Sex Education». Multimodal Technologies and Interaction 6 (2): 8. https://doi.org/10.3390/mti6020008.
Krüger, Jule M., Alexander Buchholz, und Daniel Bodemer. 2019. «Augmented Reality in Education: Three Unique Characteristics from a User’s Perspective». In Proceedings of the 27th International Conference on Computers in Education.
Leiner, D. J. 2019. SoSci Survey (Version 3.1.06 [Computer software]. https://www.soscisurvey.de.
Lewandowsky, Stephan, John Cook, Ullrich Ecker, Dolores Albarracín, Michelle A. Amazeen, Panayiota Kendeou, Doug Lombardi, et al. 2020. «The Debunking Handbook 2020». https://doi.org/10.17910/B7.1182.
Lewandowsky, Stephan, Ullrich K.H. Ecker, und John Cook. 2017. «Beyond Misinformation: Understanding and Coping with the ‹Post-Truth› Era». Journal of Applied Research in Memory and Cognition 6 (4): 353–69. https://doi.org/10.1016/j.jarmac.2017.07.008.
Linden, Sander van der. 2022. «Misinformation: Susceptibility, Spread, and Interventions to Immunize the Public». Nature Medicine 28 (3): 460–67. https://doi.org/10.1038/s41591-022-01713-6.
Lopez-Pernas, Sonsoles, Aldo Gordillo, Enrique Barra, und Juan Quemada. 2019. «Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education». IEEE Access 7: 184221–34. https://doi.org/10.1109/ACCESS.2019.2960312.
Maertens, Rakoen, Jon Roozenbeek, Melisa Basol, und Sander van der Linden. 2021. «Long-Term Effectiveness of Inoculation against Misinformation: Three Longitudinal Experiments.» Journal of Experimental Psychology: Applied 27 (1): 1–16. https://doi.org/10.1037/xap0000315.
Makri, Agoritsa, Dimitrios Vlachopoulos, und Richard A. Martina. 2021. «Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review». Sustainability 13 (8): 4587. https://doi.org/10.3390/su13084587.
McIntyre, Lee. 2018. Post-Truth. Cambridge, London: MIT Press.
Melki, Jad, Hani Tamim, Dima Hadid, Maha Makki, Jana El Amine, und Eveline Hitti. 2021. «Mitigating Infodemics: The Relationship between News Exposure and Trust and Belief in COVID-19 Fake News and Social Media Spreading». PLOS ONE 16 (6): e0252830. https://doi.org/10.1371/journal.pone.0252830.
Moreau, David. 2015. «Brains and Brawn: Complex Motor Activities to Maximize Cognitive Enhancement». Educational Psychology Review 27 (3): 475–82. https://doi.org/10.1007/s10648-015-9323-5.
Nee, Rebecca C. 2019. «Youthquakes in a Post-Truth Era: Exploring Social Media News Use and Information Verification Actions Among Global Teens and Young Adults». Journalism & Mass Communication Educator 74 (2): 171–84. https://doi.org/10.1177/1077695818825215.
Paraschivoiu, Irina, Josef Buchner, Robert Praxmarer, und Thomas Layer-Wagner. 2021. «Escape the Fake: Development and Evaluation of an Augmented Reality Escape Room Game for Fighting Fake News». In Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play, 320–25. Virtual Event Austria: ACM. https://doi.org/10.1145/3450337.3483454.
Paus, Inger, und Johanna Börsch-Supan. 2020. «Die Jugend in der Infodemie. Eine repräsentative Befragung zum Umgang junger Menschen in Deutschland mit Falschnachrichten während der Coronakrise». Vodafone Stiftung Deutschland. https://www.vodafone-stiftung.de/desinformation-jugend-coronakrise/.
Plass, Jan L., Bruce D. Homer, und Charles K. Kinzer. 2015. «Foundations of Game-Based Learning». Educational Psychologist 50 (4): 258–83. https://doi.org/10.1080/00461520.2015.1122533.
Roozenbeek, Jon, und Sander van der Linden. 2019a. «The Fake News Game: Actively Inoculating against the Risk of Misinformation». Journal of Risk Research 22 (5): 570–80. https://doi.org/10.1080/13669877.2018.1443491.
Roozenbeek, Jon, und Sander van der Linden. 2019b. «Fake News Game Confers Psychological Resistance against Online Misinformation». Palgrave Communications 5 (1). https://doi.org/10.1057/s41599-019-0279-9.
Roozenbeek, Jon, und Sander van der Linden. 2020. «Breaking Harmony Square: A Game That ‹Inoculates› against Political Misinformation». Harvard Kennedy School Misinformation Review, November. https://doi.org/10.37016/mr-2020-47.
Sanchez, Eric, und Maud Plumettaz-Sieber. 2019. «Teaching and Learning with Escape Games from Debriefing to Institutionalization of Knowledge». In Games and Learning Alliance, herausgegeben von Manuel Gentile, Mario Allegra, und Heinrich Söbke, 11385: 242–53. Lecture Notes in Computer Science. Cham: Springer. https://doi.org/10.1007/978-3-030-11548-7_23.
Scheibenzuber, Christian, Sarah Hofer, und Nicolae Nistor. 2021. «Designing for Fake News Literacy Training: A Problem-Based Undergraduate Online-Course». Computers in Human Behavior 121 (August): 106796. https://doi.org/10.1016/j.chb.2021.106796.
Schweiger, Moritz, Jeffrey Wimmer, Maiyra Chaudhry, Beatriz Alves Siegle, und Dianchu Xie. 2022. «Lernerfolg in der Schule durch Augmented und Virtual Reality? Eine quantitative Synopse von Wirkungsstudien zum Einsatz virtueller Realitäten in Grund- und weiterführenden Schulen». MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 47 (April): 1–25. https://doi.org/10.21240/mpaed/47/2022.04.01.X.
Traberg, Cecilie S., Jon Roozenbeek, und Sander van der Linden. 2022. «Psychological Inoculation against Misinformation: Current Evidence and Future Directions». The ANNALS of the American Academy of Political and Social Science 700 (1): 136–51. https://doi.org/10.1177/00027162221087936.
Turčilo, Lejla, und Mladen Obrenović. 2020. Fehlinformationen, Desinformationen, Malinformationen: Ursachen, Entwicklungen und ihr Einfluss auf die Demokratie. Heinrich-Böll-Stiftung e.V. https://www.boell.de/sites/default/files/2020-08/200825_E-Paper3_DE.pdf.
Veldkamp, Alice, Liesbeth van de Grint, Marie-Christine P.J. Knippels, und Wouter R. van Joolingen. 2020. «Escape Education: A Systematic Review on Escape Rooms in Education». Educational Research Review 31 (November): 100364. https://doi.org/10.1016/j.edurev.2020.100364.
Veldkamp, Alice, Marie-Christine P. J. Knippels, und Wouter R. van Joolingen. 2021. «Beyond the Early Adopters: Escape Rooms in Science Education». Frontiers in Education 6 (März): 622860. https://doi.org/10.3389/feduc.2021.622860.
Wardle, Claire, und Hossein Derakhshan. 2017. «Information disorder: Toward an interdisciplinary framework for research and policy making». Council of Europe policy report. Council of Europe.
Westera, Wim. 2019. «Why and How Serious Games Can Become Far More Effective: Accommodating Productive Learning Experiences, Learner Motivation and the Monitoring of Learning Gains». Educational Technology & Society 22 (1): 59–69.
World Health Organization. 2020. «How fake news about coronavirus became a second pandemic». Nature. 11. Mai 2020. https://www.nature.com/articles/d41586-020-01409-2.
Yang, Soeun, Jae Woo Lee, Hyoung-Jee Kim, Minji Kang, EunRyung Chong, und Eun-mee Kim. 2021. «Can an Online Educational Game Contribute to Developing Information Literate Citizens?» Computers & Education 161 (Februar): 104057. https://doi.org/10.1016/j.compedu.2020.104057.
Zarocostas, John. 2020. «How to Fight an Infodemic». The Lancet 395 (10225): 676. https://doi.org/10.1016/S0140-6736(20)30461-X.