A Gamified Platform to Support Educational Activities About Fake News in Social Media

IF 2.9 3区教育学 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

IEEE Transactions on Learning Technologies Pub Date : 2024-06-05 DOI:10.1109/TLT.2024.3410088

Sara Capecchi;Antonio Lieto;Federica Patti;Ruggero G. Pensa;Amon Rapp;Fabiana Vernero;Sandra Zingaro

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引用次数: 0

Abstract

The amount of news on the web often confuses the ideas of the reader, who struggles to disentangle information that is sometimes contradictory and difficult to decipher. In the face of such an articulated scenario, the role played by schools is absolutely central: the development of critical thinking in young people (and by extension in their families) is a necessary condition for facing the complexity of the reality with the right awareness and control. Providing young people with a thorough understanding of the fake news spreading phenomenon is a first step in combating it. To this end, in this article, we propose a serious game whose objective is to let young people experience the typical interaction scenario when faced to a feed of real and fake news in social media. Our proposal focuses on educational workshops, carried out in secondary schools and dedicated to the correct use of information on the web, with particular attention to logical fallacies and cognitive bias mechanisms that lead to the formulation of erroneous reasoning or prevent a comparison from progressing logically. Thanks to an intuitive interface that helps the teacher supervise the whole game session, the students are invited to assess the truthfulness of a small set of news at different levels and to share them with their friends. At the end of the game session, the teacher is provided with an interactive detailed report of the activities that enables the analysis of all participants' actions and behavior. The teacher can use such a report to conduct a classroom lecture in a more engaging and interactive way, by stimulating discussions among the students and raising their curiosity on the subject. Our educational platform has been tested accurately in a broad experimental study involving 217 middle school students. The results show the suitability of the platform in providing a valuable educational tool for supporting educational activities on fake news analysis.

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支持社交媒体假新闻教育活动的游戏化平台

网络上的大量新闻往往会混淆读者的思路，使其难以厘清有时相互矛盾、难以解读的信息。面对这种情况，学校所发挥的作用是绝对核心的：培养年轻人（以及他们的家庭）的批判性思维是以正确的意识和控制力面对复杂现实的必要条件。让年轻人全面了解假新闻的传播现象是打击假新闻的第一步。为此，我们在本文中提出了一个严肃游戏，其目的是让年轻人体验在社交媒体上面对真假新闻时的典型互动场景。我们的建议侧重于在中学开展教育研讨会，专门讨论如何正确使用网络信息，尤其关注逻辑谬误和认知偏差机制，因为它们会导致错误推理的形成或阻碍比较在逻辑上的进展。通过直观的界面，教师可以对整个游戏过程进行监督，邀请学生对一小组新闻的真实性进行不同程度的评估，并与他们的朋友分享。游戏结束时，教师会收到一份互动式详细活动报告，可以对所有参与者的行动和行为进行分析。教师可以利用这份报告，以更具吸引力和互动性的方式进行课堂讲授，激发学生之间的讨论，提高他们对这一主题的好奇心。我们的教育平台已在一项涉及 217 名中学生的广泛实验研究中进行了精确测试。实验结果表明，该平台可为支持假新闻分析教育活动提供有价值的教育工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

IEEE Transactions on Learning Technologies COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

7.50

自引率

5.40%

发文量

审稿时长

>12 weeks

期刊介绍： The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.