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E-learning strategies for media literacy: engagement of interactive digital serious games for understanding visual online disinformation

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dc.contributor.authorFeltrero Oreja, Roberto
dc.contributor.authorHernando, Saeta
dc.contributor.authorIonescu, Adina
dc.contributor.orcidhttps://orcid.org/0000-0002-7533-705X
dc.contributor.orcidhttps://orcid.org/0000-0002-4650-4234
dc.date.accessioned2024-05-27T10:56:18Z
dc.date.available2024-05-27T10:56:18Z
dc.date.issued2023-07-09
dc.descriptionThis is a Submitted Manuscript of an article published by Taylor and Francis in "American Journal of Distance Education, 37(4), 276–293", available at:: https://doi.org/10.1080/08923647.2023.2231814en
dc.descriptionEste es el manuscrito enviado del artículo publicado por Taylor and Francis en "American Journal of Distance Education, 37(4), 276–293", disponible en línea: https://doi.org/10.1080/08923647.2023.2231814es
dc.description.abstractDigital interactive games are more than tools for entertainment and can be used as learning and training environments. This approach is giving rise to what is known as serious games. YouVerify! European project has developed a serious game called BotBusters to help young people cultivate the know-how to identify manipulated visual news. The game has been used as a distance learning tool in three different languages, French, Spanish and English, and has been applied to a large and open audience. Contributing to the literature body in the emerging field of online visual disinformation, this article aims to provide an analysis of the player’s behavior and to assess to what extent the game has been able to attract their attention and fulfill the goals of this distance training tool. A quantitative methodology based on in-game post-play data will be used to study game engagement rate evolution. A detailed studied of the inoculative strategies of the game that will determine which ones were more useful to avoid the drop-out of the tool. The findings of this analysis determine that this gamified intervention keeps high the level of users’ engagement with the educational content and facilitate the inoculation of critical thinking to verify news and to avoid visual disinformation. Those findings will provide a better understanding of how young users reflect on media literacy and which is the best methodology to use on distance learning tools to motivate them to move from a simple opinion to constant and thorough verification.en
dc.description.versionversión original
dc.identifier.citationFeltrero, R., Hernando, S., & Ionescu, A. (2023). E-Learning Strategies for Media Literacy: Engagement of Interactive Digital Serious Games for Understanding Visual Online Disinformation. American Journal of Distance Education, 37(4), 276–293. https://doi.org/10.1080/08923647.2023.2231814
dc.identifier.doihttps://doi.org/10.1080/08923647.2023.2231814
dc.identifier.issn1538-9286
dc.identifier.urihttps://hdl.handle.net/20.500.14468/22185
dc.journal.issue4
dc.journal.titleAmerican Journal of Distance Education
dc.journal.volume37
dc.language.isoen
dc.page.final293
dc.page.initial276
dc.publisherTaylor and Francis
dc.relation.centerFacultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía::5801 Teoría y métodos educativos
dc.subject.keywordsonline visual disinformationen
dc.subject.keywordsserious gamesen
dc.subject.keywordsmedia literacyen
dc.subject.keywordse-learningen
dc.subject.keywordsplayer behavioren
dc.titleE-learning strategies for media literacy: engagement of interactive digital serious games for understanding visual online disinformationen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication84430228-c32d-43fe-b5ae-6e0b8473c443
relation.isAuthorOfPublication.latestForDiscovery84430228-c32d-43fe-b5ae-6e0b8473c443
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