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'Bad News' in the Civics Classroom: How Serious Gameplay Fosters Teenagers' Ability to Discern Misinformation Techniques

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Title: 'Bad News' in the Civics Classroom: How Serious Gameplay Fosters Teenagers' Ability to Discern Misinformation Techniques
Language: English
Authors: Carl-Anton Werner Axelsson (ORCID 0000-0002-5194-9430), Thomas Nygren (ORCID 0000-0003-1884-3252), Jon Roozenbeek (ORCID 0000-0002-8150-9305), Sander van der Linden (ORCID 0000-0002-0269-1744)
Source: Journal of Research on Technology in Education. 2025 57(5):992-1018.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Students, Adolescents, Educational Games, Misinformation, Information Literacy, Positive Attitudes, Credibility, Student Attitudes, Cooperative Learning, Educational Strategies, Teaching Methods, Competition, Game Based Learning, Access to Information
Geographic Terms: Sweden
DOI: 10.1080/15391523.2024.2338451
ISSN: 1539-1523
1945-0818
Abstract: Although the serious game "Bad News" has been used to inoculate citizens against misinformation, it has not been formally evaluated in traditional classrooms. We therefore evaluated its impact on 516 upper-secondary Swedish students playing individually, paired, or with the whole class. Results show that students improved their ability to discern manipulation techniques in social media posts. Students with prior positive attitudes to credible news sources were better discerners, and this attitude became significantly more positive post-intervention. Rationales for identifying manipulative techniques increased among those who improved their credibility ratings pre- to post-intervention. Lastly, enjoyment of and interest in the intervention was higher in the whole-class setting. This study offers insights for educators on using serious games in formal teaching to foster media and information literacy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489778
Database: ERIC
FullText Text:
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  Data: 'Bad News' in the Civics Classroom: How Serious Gameplay Fosters Teenagers' Ability to Discern Misinformation Techniques
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  Data: <searchLink fieldCode="AR" term="%22Carl-Anton+Werner+Axelsson%22">Carl-Anton Werner Axelsson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5194-9430">0000-0002-5194-9430</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thomas+Nygren%22">Thomas Nygren</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1884-3252">0000-0003-1884-3252</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jon+Roozenbeek%22">Jon Roozenbeek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8150-9305">0000-0002-8150-9305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sander+van+der+Linden%22">Sander van der Linden</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0269-1744">0000-0002-0269-1744</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Technology+in+Education%22"><i>Journal of Research on Technology in Education</i></searchLink>. 2025 57(5):992-1018.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 27
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Misinformation%22">Misinformation</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Credibility%22">Credibility</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Competition%22">Competition</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 10.1080/15391523.2024.2338451
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  Data: 1539-1523<br />1945-0818
– Name: Abstract
  Label: Abstract
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  Data: Although the serious game "Bad News" has been used to inoculate citizens against misinformation, it has not been formally evaluated in traditional classrooms. We therefore evaluated its impact on 516 upper-secondary Swedish students playing individually, paired, or with the whole class. Results show that students improved their ability to discern manipulation techniques in social media posts. Students with prior positive attitudes to credible news sources were better discerners, and this attitude became significantly more positive post-intervention. Rationales for identifying manipulative techniques increased among those who improved their credibility ratings pre- to post-intervention. Lastly, enjoyment of and interest in the intervention was higher in the whole-class setting. This study offers insights for educators on using serious games in formal teaching to foster media and information literacy.
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  Label: Entry Date
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  Data: 2025
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  Data: EJ1489778
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        Value: 10.1080/15391523.2024.2338451
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      – Text: English
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        PageCount: 27
        StartPage: 992
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Adolescents
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      – SubjectFull: Educational Games
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      – SubjectFull: Misinformation
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      – SubjectFull: Access to Information
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      – SubjectFull: Sweden
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      – TitleFull: 'Bad News' in the Civics Classroom: How Serious Gameplay Fosters Teenagers' Ability to Discern Misinformation Techniques
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