Can an online educational game contribute to developing information literate citizens?

This study began with concerns about mis-/disinformation in the new media environment as we sought ways to combat unreliable information. We developed an online educational game designed to enhance core media and information literacy competencies and to help young adults become information literate citizens. We examined the game's effects on skepticism toward online information and information discernment skills, two of the most important MIL competencies. In an online experiment, a total of 210 participants between 20 and 29 years of age were randomly assigned to one of three groups: the game group that played the developed online game, the quiz group that completed a quiz with no game element, and the control group that did not receive any treatment. Before treatment, the participants' perceived levels of intellectual civic skills were measured with a pre-questionnaire. After treatment, skepticism toward online information and information discernment skills as learning outcomes were measured with survey items on skepticism toward online information and an information discernment skills test, respectively. The results showed that the game effectively enhanced the cognitive aspect of media and information literacy (information discernment skills), but not the attitudinal aspect (skepticism toward online information). In addition, the game was found to be effective regardless of the participant's perceived level of intellectual civic skills, while quiz with no game element was found to be effective only when the participant's perceived level of intellectual civic skills was high. These findings demonstrate the importance of digital game-based intervention as an educational resource. We extend our discussion to the advantages and limitations of games in fostering learners' abilities to evaluate online information.

Automated summary

The study developed an online educational game to enhance young adults' media and information literacy competencies, showing that the game effectively improved information discernment skills but not skepticism toward online information. It was found that game-based intervention was effective regardless of the participant's perceived level of intellectual civic skills, while quiz without game element was effective only when the participant's perceived level of intellectual civic skills was high.