Design and Evaluation of Media Literacy Games: A Systematic Literature Review
Abstract
Introduction: Media and Information Literacy is a crucial skill in an era of increasing misinformation and algorithmically-driven content curation. Objective: While games have been explored as educational tools, there remains a need to systematically analyze how these interventions are being designed and evaluated. Methodology: This paper presents a Systematic Literature Review on the design and evaluation of Media Literacy Games. We selected 35 out of 725 studies from Scopus and ACM Digital Library, published between 2019 and 2025. Results: We highlight recurring patterns in game design, including the prevalent use of inoculation theory, structured linear experiences, and a strong emphasis on fact-checking and credibility assessment skills. Additionally, the review identifies common pedagogical frameworks, learning objectives, and assessment methodologies. This review provides insights into dominant design choices, gaps in existing approaches, and discusses potential areas for innovation, such as non-deterministic game experiences.
Keywords:
media literacy education, serious games, human-centered design, game-based learning, digital literacy assessment
References
Adams, A. D. (2023). Werewolf on campus: A case study in inoculation theory and gamified one-shot library instruction. Public Services Quarterly, 19(4):255–272.
Angelelli, C. V., de Campos Ribeiro, G. M., Severino, M. R., Johnstone, E., Borzenkova, G., e da Silva, D. C. O. (2023). Developing critical thinking skills through gamification. Thinking Skills and Creativity, 49:101354.
Aufderheide, P. (1993). Media literacy. a report of the national leadership conference on media literacy. Technical Report ED365294, Education Resources Information Center.
Axelsson, C.-A. W., Nygren, T., Roozenbeek, J., e van der Linden, S. (2024). Bad news in the civics classroom: How serious gameplay fosters teenagers’ ability to discern misinformation techniques. Journal of Research on Technology in Education.
Barabas, R. (2023). What’s the news about bad news? a review of bad news games as a tool to teach media literacy. Libri, 73(4):283–292.
Barzilai, S., Mor-Hagani, S., Abed, F., Tal-Savir, D., Goldik, N., Talmon, I., e Davidow, O. (2023). Misinformation is contagious: Middle school students learn how to evaluate and share information responsibly through a digital game. Computers & Education, 202:104832.
Buchner, J. (2024). Playing an augmented reality escape game promotes learning about fake news. Technology, Knowledge and Learning, 30:425–445.
Buckingham, D. (2006). Defining digital literacy – what do young people need to know about digital media? Nordic Journal of Digital Literacy, 1(4):263–277.
Buckingham, D. (2019). The Media Education Manifesto. The manifesto series. Polity Press, Cambridge, UK; Medford, MA, USA.
Buckingham, D. (2020). Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism. Digital Education Review, 37:230–239.
Bulger, M. e Davison, P. (2018). The promises, challenges, and futures of media literacy. Technical report, Data & Society Institute, New York, NY, USA.
Capecchi, S., Lieto, A., Patti, F., Pensa, R. G., Rapp, A., Vernero, F., e Zingaro, S. (2024). A gamified platform to support educational activities about fake news in social media. IEEE Trans. Learn. Technol., 17:1805–1819.
Cernicova-Buca, M. e Ciurel, D. (2022). Developing resilience to disinformation: A game-based method for future communicators. In Proceedings of the 2022 International Conference on Communication and Media Studies.
Chang, Y. K., Literat, I., Price, C., Eisman, J. I., Chapman, A., Gardner, J., e Truss, A. (2020). News literacy education in a polarized political climate: How games can teach youth to spot misinformation. Harvard Kennedy School (HKS) Misinformation Review.
Cho, Y., Coward, C., Lackner, J., Windleharth, T. W., e Lee, J. H. (2025). The use of an escape room as an immersive learning environment for building resilience to misinformation. Journal of Librarianship and Information Science, 57(2):524–538.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1):37–46.
Commission, E. (2022a). Digital education action plan (2021-2027). [link]. Accessed on: August, 20 2025.
Commission, E. (2022b). Final report of the commission expert group on tackling disinformation and promoting digital literacy through education and training (tech. rep. no. nc-03-22-016-en-n). [link]. Accessed on: August 20, 2025.
Contreras-Espinosa, R. S. e Eguia-Gomez, J. L. (2023). Evaluating video games as tools for education on fake news and misinformation. Computers, 12(9).
Cook, J., Ecker, U. K. H., Trecek-King, M., Schade, G., Jeffers-Tracy, K., Fessmann, J., Kim, S. C., Kinkead, D., Orr, M., Vraga, E., Roberts, K., e McDowell, J. (2023). The cranky uncle game—combining humor and gamification to build student resilience against climate misinformation. Environmental Education Research, 29(4):607–623.
Dadakhonov, A. (2024). Analysis of media and information literacy definitions: A qualitative approach. Studies in Media and Communication.
DeJong, S. (2023). Making the digital tangible through analog games: Design retrospective of digital literacy games. In HCI in Games: 5th International Conference, HCI-Games 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings Part I, page 66–80, Berlin, Heidelberg. Springer-Verlag.
Dewey, J. (1926). My Pedagogic Creed. SAGE Publishing.
Dunleavy, V. O., Ahn, R. J., Grace, L. D., e Mayo, D. (2024). Acceptability and feasibility of “latinos unidos”: A microgame resource combatting health misinformation for latinos living with hiv. Journal of Health Communication, 29(5):307–318. PMID: 38592967.
European Commission (2020). Action plan against disinformation. [link]. Accessed on: August 20, 2025.
Feltrero, R., Hernando, S., e Ionescu, A. (2023a). 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.
Feltrero, R., Junguitu-Angulo, L., e Osuna-Acedo, S. (2023b). Deploying sdg knowledge to foster young people’s critical values: A study on social trends about sdgs in an educational online activity. Sustainability, 15(8).
Glas, R., van Vught, J., Fluitsma, T., Hera, T. D. L., e Gómez-García, S. (2023). Literacy at play: an analysis of media literacy games used to foster media literacy competencies. Frontiers in Communication, 8.
Grace, L. (2020). Pilot case study in games as polling systems, generating knowledge about fake news. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, CHI EA ’20, page 1–8, New York, NY, USA. Association for Computing Machinery.
Grace, L. e Hone, B. (2019). Factitious: Large scale computer game to fght fake news and improve news literacy. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, CHI EA ’19, page 1–8, New York, NY, USA. Association for Computing Machinery.
Gregory, S. (2023). Fortify the truth: How to defend human rights in an age of deepfakes and generative ai. Journal of Human Rights Practice, 15(3):702–714.
Haider, J. e Sundin, O. (2022). Paradoxes of Media and Information Literacy: The Crisis of Information. Routledge.
Hinterreiter, S., Spinde, T., Oberdörfer, S., Echizen, I., e Latoschik, M. E. (2024). News ninja: Gamifed annotation of linguistic bias in online news. Proc. ACM Hum.-Comput. Interact., 8(CHI PLAY).
Iyengar, A., Gupta, P., e Priya, N. (2023). Inoculation against conspiracy theories: A consumer side approach to india’s fake news problem. Applied Cognitive Psychology, 37(2):290–303.
Jeon, Y., Kim, B., Xiong, A., Lee, D., e Han, K. (2021). Chamberbreaker: Mitigating the echo chamber effect and supporting information hygiene through a gamifed inoculation system. Proceedings of the ACM on human-computer interaction.
Kiili, K., Lindstedt, A., Ninaus, M., e Nylén, T. (2021). Using a multi-step research approach to inform the development of a graph literacy game. In Games and Learning Alliance: 10th International Conference, GALA 2021, La Spezia, Italy, December 1–2, 2021, Proceedings, page 78–88, Berlin, Heidelberg. Springer-Verlag.
Lersilp, T. e Lersilp, S. (2019). Use of information technology for communication and learning in secondary school students with a hearing disability. Education Sciences, 9(1).
Literat, I., Chang, Y. K., Eisman, J., e Gardner, J. (2021). LAMBOOZLED!: The design and development of a game-based approach to news literacy education. Journal of Media Literacy Education, 13(1):56–66.
Literat, I., Chang, Y. K., e Hsu, S.-Y. (2020). Gamifying fake news: Engaging youth in the participatory design of news literacy games. Convergence, 26(3):503–516.
Maekawa, M., Hundzinski, L., Chandrahera, S., Tajima, S., Nakai, S., Miyazaki, Y., e Okawa, K. (2021). Design of a social media simulator as a serious game for a media literacy course in japan. In Csapo, B. e Uhomoibhi, J., editors, CSEDU 2021 - Proceedings of the 13th International Conference on Computer Supported Education, International Conference on Computer Supported Education, CSEDU - Proceedings, pages 392–399. Science and Technology Publications, Lda. Publisher Copyright: Copyright © 2021 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved; 13th International Conference on Computer Supported Education, CSEDU 2021 ; Conference date: 23-04-2021 Through 25-04-2021.
Maertens, R., Roozenbeek, J., Basol, M., e van der Linden, S. (2021). Long-term effectiveness of inoculation against misinformation: Three longitudinal experiments. Journal of Experimental Psychology: Applied, 27(1):1–16.
Manca, S., Bocconi, S., e Gleason, B. W. (2021). “think globally, act locally”: A glocal approach to the development of social media literacy. Computers in Education.
Micallef, N., Avram, M., Menczer, F., e Patil, S. (2021). Fakey: A game intervention to improve news literacy on social media. Proc. ACM Hum.-Comput. Interact., 5(CSCW1).
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., e Group, T. P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The prisma statement. PLOS Medicine, 6(7):1–6.
Molnar, A. e Kostkova, P. (2013). On effective integration of educational content in serious games: Text vs. game mechanics. In Proceedings of the 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT ’13, page 299–303, USA. IEEE Computer Society.
Murray, J. (2003). Hamlet no Holodeck: O Futuro da Narrativa no Ciberespaço. Editora Unesp.
News Literacy Project (2025). Information hygiene: Sanitize before you share. [link]. Accessed on: August 20, 2025.
Paraschivoiu, I., Buchner, J., Praxmarer, R., e Layer-Wagner, T. (2021). Escape the fake: Development and evaluation of an augmented reality escape room game for fghting fake news. In Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play, CHI PLAY ’21, page 320–325, New York, NY, USA. Association for Computing Machinery.
Piaget, J. (2013). A Psicologia da Inteligência. Vozes, Petrópolis, RJ. Tradução de Guilherme João de Freitas Teixeira.
Rosenberg, L. (2023). The manipulation problem: Conversational ai as a threat to epistemic agency. [link]. Accessed on: August 20, 2025.
Rubio-Campillo, X., Marín-Rubio, K., e Corral-Vázquez, C. (2023). Using in-game analytics to explore learning dynamics of information literacy in a social media simulator. In Proceedings of the 17th European Conference on Games Based Learning (ECGBL 2023), pages 556–563.
Shrivastava, V., Sharma, S., Chakraborty, D., e Kinnula, M. (2024). Is a sunny day bright and cheerful or hot and uncomfortable? young children’s exploration of chatgpt. Nordic Conference on Human-Computer Interaction.
Sun, L., Zhang, H., Liu, E., Liu, M., e Vaccaro, K. (2024). Newsguesser: Using curiosity to reduce selective exposure. Proc. ACM Hum.-Comput. Interact., 8(CSCW1).
Sureephong, P., Chernbumroong, S., Sangamuang, S., Sirasakamol, O., Intawong, K., e Puritat, K. (2023). Enhancing information literacy for spotting fake news: A study on the effcacy of a serious game for m-learning across different age groups. International Journal of Interactive Mobile Technologies (iJIM), 17(15):pp. 103–119.
Tang, H. e Singha, M. (2024). A mystery for you: A fact-checking game enhanced by large language models (llms) and a tangible interface. In Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, CHI EA ’24, New York, NY, USA. Association for Computing Machinery.
UNESCO (1982). The grünwald declaration on media education. [link]. Accessed on: August 20, 2025.
UNESCO (2020). Seoul declaration on media and information literacy for everyone and by everyone. [link] Accessed on: August 20, 2025.
UNESCO (2021). Media and information literacy curriculum for educators and learners: Think critically, click wisely! [link]. Accessed on: August 20, 2025.
UNESCO (2021). Media and information literacy (mil) - communication and information programme. [link]. Accessed on: August 20, 2025.
Wedlake, S., Coward, C., e Lee, J. H. (2024). How games can support misinformation education: A sociocultural perspective. J. Assoc. Inf. Sci. Technol., 75(13):1480–1497.
Yang, S., Lee, J. W., Kim, H.-J., Kang, M., Chong, E., e mee Kim, E. (2020). Can an online educational game contribute to developing information literate citizens? Computers & Education.
Yang, S., Lee, J. W., Kim, H.-J., Kang, M., Chong, E., e mee Kim, E. (2021). Can an online educational game contribute to developing information literate citizens? Computers & Education, 161:104057.
Angelelli, C. V., de Campos Ribeiro, G. M., Severino, M. R., Johnstone, E., Borzenkova, G., e da Silva, D. C. O. (2023). Developing critical thinking skills through gamification. Thinking Skills and Creativity, 49:101354.
Aufderheide, P. (1993). Media literacy. a report of the national leadership conference on media literacy. Technical Report ED365294, Education Resources Information Center.
Axelsson, C.-A. W., Nygren, T., Roozenbeek, J., e van der Linden, S. (2024). Bad news in the civics classroom: How serious gameplay fosters teenagers’ ability to discern misinformation techniques. Journal of Research on Technology in Education.
Barabas, R. (2023). What’s the news about bad news? a review of bad news games as a tool to teach media literacy. Libri, 73(4):283–292.
Barzilai, S., Mor-Hagani, S., Abed, F., Tal-Savir, D., Goldik, N., Talmon, I., e Davidow, O. (2023). Misinformation is contagious: Middle school students learn how to evaluate and share information responsibly through a digital game. Computers & Education, 202:104832.
Buchner, J. (2024). Playing an augmented reality escape game promotes learning about fake news. Technology, Knowledge and Learning, 30:425–445.
Buckingham, D. (2006). Defining digital literacy – what do young people need to know about digital media? Nordic Journal of Digital Literacy, 1(4):263–277.
Buckingham, D. (2019). The Media Education Manifesto. The manifesto series. Polity Press, Cambridge, UK; Medford, MA, USA.
Buckingham, D. (2020). Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism. Digital Education Review, 37:230–239.
Bulger, M. e Davison, P. (2018). The promises, challenges, and futures of media literacy. Technical report, Data & Society Institute, New York, NY, USA.
Capecchi, S., Lieto, A., Patti, F., Pensa, R. G., Rapp, A., Vernero, F., e Zingaro, S. (2024). A gamified platform to support educational activities about fake news in social media. IEEE Trans. Learn. Technol., 17:1805–1819.
Cernicova-Buca, M. e Ciurel, D. (2022). Developing resilience to disinformation: A game-based method for future communicators. In Proceedings of the 2022 International Conference on Communication and Media Studies.
Chang, Y. K., Literat, I., Price, C., Eisman, J. I., Chapman, A., Gardner, J., e Truss, A. (2020). News literacy education in a polarized political climate: How games can teach youth to spot misinformation. Harvard Kennedy School (HKS) Misinformation Review.
Cho, Y., Coward, C., Lackner, J., Windleharth, T. W., e Lee, J. H. (2025). The use of an escape room as an immersive learning environment for building resilience to misinformation. Journal of Librarianship and Information Science, 57(2):524–538.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1):37–46.
Commission, E. (2022a). Digital education action plan (2021-2027). [link]. Accessed on: August, 20 2025.
Commission, E. (2022b). Final report of the commission expert group on tackling disinformation and promoting digital literacy through education and training (tech. rep. no. nc-03-22-016-en-n). [link]. Accessed on: August 20, 2025.
Contreras-Espinosa, R. S. e Eguia-Gomez, J. L. (2023). Evaluating video games as tools for education on fake news and misinformation. Computers, 12(9).
Cook, J., Ecker, U. K. H., Trecek-King, M., Schade, G., Jeffers-Tracy, K., Fessmann, J., Kim, S. C., Kinkead, D., Orr, M., Vraga, E., Roberts, K., e McDowell, J. (2023). The cranky uncle game—combining humor and gamification to build student resilience against climate misinformation. Environmental Education Research, 29(4):607–623.
Dadakhonov, A. (2024). Analysis of media and information literacy definitions: A qualitative approach. Studies in Media and Communication.
DeJong, S. (2023). Making the digital tangible through analog games: Design retrospective of digital literacy games. In HCI in Games: 5th International Conference, HCI-Games 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings Part I, page 66–80, Berlin, Heidelberg. Springer-Verlag.
Dewey, J. (1926). My Pedagogic Creed. SAGE Publishing.
Dunleavy, V. O., Ahn, R. J., Grace, L. D., e Mayo, D. (2024). Acceptability and feasibility of “latinos unidos”: A microgame resource combatting health misinformation for latinos living with hiv. Journal of Health Communication, 29(5):307–318. PMID: 38592967.
European Commission (2020). Action plan against disinformation. [link]. Accessed on: August 20, 2025.
Feltrero, R., Hernando, S., e Ionescu, A. (2023a). 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.
Feltrero, R., Junguitu-Angulo, L., e Osuna-Acedo, S. (2023b). Deploying sdg knowledge to foster young people’s critical values: A study on social trends about sdgs in an educational online activity. Sustainability, 15(8).
Glas, R., van Vught, J., Fluitsma, T., Hera, T. D. L., e Gómez-García, S. (2023). Literacy at play: an analysis of media literacy games used to foster media literacy competencies. Frontiers in Communication, 8.
Grace, L. (2020). Pilot case study in games as polling systems, generating knowledge about fake news. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, CHI EA ’20, page 1–8, New York, NY, USA. Association for Computing Machinery.
Grace, L. e Hone, B. (2019). Factitious: Large scale computer game to fght fake news and improve news literacy. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, CHI EA ’19, page 1–8, New York, NY, USA. Association for Computing Machinery.
Gregory, S. (2023). Fortify the truth: How to defend human rights in an age of deepfakes and generative ai. Journal of Human Rights Practice, 15(3):702–714.
Haider, J. e Sundin, O. (2022). Paradoxes of Media and Information Literacy: The Crisis of Information. Routledge.
Hinterreiter, S., Spinde, T., Oberdörfer, S., Echizen, I., e Latoschik, M. E. (2024). News ninja: Gamifed annotation of linguistic bias in online news. Proc. ACM Hum.-Comput. Interact., 8(CHI PLAY).
Iyengar, A., Gupta, P., e Priya, N. (2023). Inoculation against conspiracy theories: A consumer side approach to india’s fake news problem. Applied Cognitive Psychology, 37(2):290–303.
Jeon, Y., Kim, B., Xiong, A., Lee, D., e Han, K. (2021). Chamberbreaker: Mitigating the echo chamber effect and supporting information hygiene through a gamifed inoculation system. Proceedings of the ACM on human-computer interaction.
Kiili, K., Lindstedt, A., Ninaus, M., e Nylén, T. (2021). Using a multi-step research approach to inform the development of a graph literacy game. In Games and Learning Alliance: 10th International Conference, GALA 2021, La Spezia, Italy, December 1–2, 2021, Proceedings, page 78–88, Berlin, Heidelberg. Springer-Verlag.
Lersilp, T. e Lersilp, S. (2019). Use of information technology for communication and learning in secondary school students with a hearing disability. Education Sciences, 9(1).
Literat, I., Chang, Y. K., Eisman, J., e Gardner, J. (2021). LAMBOOZLED!: The design and development of a game-based approach to news literacy education. Journal of Media Literacy Education, 13(1):56–66.
Literat, I., Chang, Y. K., e Hsu, S.-Y. (2020). Gamifying fake news: Engaging youth in the participatory design of news literacy games. Convergence, 26(3):503–516.
Maekawa, M., Hundzinski, L., Chandrahera, S., Tajima, S., Nakai, S., Miyazaki, Y., e Okawa, K. (2021). Design of a social media simulator as a serious game for a media literacy course in japan. In Csapo, B. e Uhomoibhi, J., editors, CSEDU 2021 - Proceedings of the 13th International Conference on Computer Supported Education, International Conference on Computer Supported Education, CSEDU - Proceedings, pages 392–399. Science and Technology Publications, Lda. Publisher Copyright: Copyright © 2021 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved; 13th International Conference on Computer Supported Education, CSEDU 2021 ; Conference date: 23-04-2021 Through 25-04-2021.
Maertens, R., Roozenbeek, J., Basol, M., e van der Linden, S. (2021). Long-term effectiveness of inoculation against misinformation: Three longitudinal experiments. Journal of Experimental Psychology: Applied, 27(1):1–16.
Manca, S., Bocconi, S., e Gleason, B. W. (2021). “think globally, act locally”: A glocal approach to the development of social media literacy. Computers in Education.
Micallef, N., Avram, M., Menczer, F., e Patil, S. (2021). Fakey: A game intervention to improve news literacy on social media. Proc. ACM Hum.-Comput. Interact., 5(CSCW1).
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., e Group, T. P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The prisma statement. PLOS Medicine, 6(7):1–6.
Molnar, A. e Kostkova, P. (2013). On effective integration of educational content in serious games: Text vs. game mechanics. In Proceedings of the 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT ’13, page 299–303, USA. IEEE Computer Society.
Murray, J. (2003). Hamlet no Holodeck: O Futuro da Narrativa no Ciberespaço. Editora Unesp.
News Literacy Project (2025). Information hygiene: Sanitize before you share. [link]. Accessed on: August 20, 2025.
Paraschivoiu, I., Buchner, J., Praxmarer, R., e Layer-Wagner, T. (2021). Escape the fake: Development and evaluation of an augmented reality escape room game for fghting fake news. In Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play, CHI PLAY ’21, page 320–325, New York, NY, USA. Association for Computing Machinery.
Piaget, J. (2013). A Psicologia da Inteligência. Vozes, Petrópolis, RJ. Tradução de Guilherme João de Freitas Teixeira.
Rosenberg, L. (2023). The manipulation problem: Conversational ai as a threat to epistemic agency. [link]. Accessed on: August 20, 2025.
Rubio-Campillo, X., Marín-Rubio, K., e Corral-Vázquez, C. (2023). Using in-game analytics to explore learning dynamics of information literacy in a social media simulator. In Proceedings of the 17th European Conference on Games Based Learning (ECGBL 2023), pages 556–563.
Shrivastava, V., Sharma, S., Chakraborty, D., e Kinnula, M. (2024). Is a sunny day bright and cheerful or hot and uncomfortable? young children’s exploration of chatgpt. Nordic Conference on Human-Computer Interaction.
Sun, L., Zhang, H., Liu, E., Liu, M., e Vaccaro, K. (2024). Newsguesser: Using curiosity to reduce selective exposure. Proc. ACM Hum.-Comput. Interact., 8(CSCW1).
Sureephong, P., Chernbumroong, S., Sangamuang, S., Sirasakamol, O., Intawong, K., e Puritat, K. (2023). Enhancing information literacy for spotting fake news: A study on the effcacy of a serious game for m-learning across different age groups. International Journal of Interactive Mobile Technologies (iJIM), 17(15):pp. 103–119.
Tang, H. e Singha, M. (2024). A mystery for you: A fact-checking game enhanced by large language models (llms) and a tangible interface. In Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, CHI EA ’24, New York, NY, USA. Association for Computing Machinery.
UNESCO (1982). The grünwald declaration on media education. [link]. Accessed on: August 20, 2025.
UNESCO (2020). Seoul declaration on media and information literacy for everyone and by everyone. [link] Accessed on: August 20, 2025.
UNESCO (2021). Media and information literacy curriculum for educators and learners: Think critically, click wisely! [link]. Accessed on: August 20, 2025.
UNESCO (2021). Media and information literacy (mil) - communication and information programme. [link]. Accessed on: August 20, 2025.
Wedlake, S., Coward, C., e Lee, J. H. (2024). How games can support misinformation education: A sociocultural perspective. J. Assoc. Inf. Sci. Technol., 75(13):1480–1497.
Yang, S., Lee, J. W., Kim, H.-J., Kang, M., Chong, E., e mee Kim, E. (2020). Can an online educational game contribute to developing information literate citizens? Computers & Education.
Yang, S., Lee, J. W., Kim, H.-J., Kang, M., Chong, E., e mee Kim, E. (2021). Can an online educational game contribute to developing information literate citizens? Computers & Education, 161:104057.
Published
2025-09-08
How to Cite
SIMÕES, Franco Araujo; DUARTE, Emanuel Felipe.
Design and Evaluation of Media Literacy Games: A Systematic Literature Review. In: BRAZILIAN SYMPOSIUM ON HUMAN FACTORS IN COMPUTATIONAL SYSTEMS (IHC), 24. , 2025, Belo Horizonte/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 1231-1256.
DOI: https://doi.org/10.5753/ihc.2025.10848.
