Serious games and media literacy: developing critical thinking in the digital information society
Year: 2025
Type: article
Abstract: The evolution of the digital landscape, from the rise of Web 2.0 to the Internet ofThings (IoT), has led to an unprecedented production and accessibility of information,radically transforming the educational and social context. However, this abundance hasintroduced a pressing challenge: the ability to discern truthful and relevant information fromfake news. This educational emergency calls for innovative approaches to foster users’critical thinking. In this context, serious games emerge as promising tools, capable ofleveraging intrinsic motivation derived from play to support learning and the acquisition ofcrucial skills. This article aims to examine the effectiveness of serious games in helping usersrecognize fake news and develop a critical perspective on media content. To this end, itanalyzes the experiences of three serious games — MathE, Bad News, and JEDi —highlighting how their gameplay dynamics contribute to raising awareness about themechanisms of false information dissemination and strategies for autonomousidentification. The findings from the reviewed studies reveal both the potential and thelimitations of these tools. Ultimately, this study may serve as a foundation for futureanalyses regarding the use of serious games as instruments to support the development ofcritical thinking and media literacy.
Institutions: University of Modena and Reggio Emilia, University of Foggia
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7215583487