Abstract 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.

中文翻译：

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网络教育游戏能否促进信息素养公民的培养？

摘要 本研究始于我们对新媒体环境中错误/虚假信息的担忧，因为我们正在寻求与不可靠信息作斗争的方法。我们开发了一款在线教育游戏，旨在提高核心媒体和信息素养能力，并帮助年轻人成为具有信息素养的公民。我们研究了游戏对在线信息怀疑和信息识别技能的影响，这是两个最重要的 MIL 能力。在一项在线实验中，共有 210 名 20 至 29 岁的参与者被随机分配到三组中的一组：玩开发的网络游戏的游戏组、完成没有游戏元素的测验的测验组和对照组不接受任何治疗。治疗前，参与者的 公民智力技能的感知水平是用预调查问卷来衡量的。治疗后，对在线信息的怀疑和作为学习成果的信息识别技能分别通过对在线信息的怀疑和信息识别技能测试的调查项目进行测量。结果表明，游戏有效地增强了媒体和信息素养的认知方面（信息辨别能力），但没有提高态度方面（对在线信息的怀疑）。此外，无论参与者的公民知识技能水平如何，游戏都被发现是有效的，而没有游戏元素的测验只有当参与者的公民知识技能水平高时才有效。这些发现证明了基于数字游戏的干预作为教育资源的重要性。我们将讨论扩展到游戏在培养学习者评估在线信息的能力方面的优势和局限性。