GAMIFICATION AS AN EFFECTIVE TECHNOLOGY FOR STUDENT MEDIA LITERACY DEVELOPMENT: US EXPERIENCE
Abstract
The USA is a leader in the production of computer and online games for use in the educational processof schools. Purpose. The article examines the experience of the United States of America on the useof gamification technology for the development of student media literacy. The author explains the effectivenessof the gamification method.Methods. The specific search, systemic methods, methods of logical-historical analysis, comparison,generalization, and study of scientific approaches to the selected problematic were used in the processof research. Results. The author analyzed Globaloria. It is an online learning platform for teaching students to design,prototype, and code educational web/mobile games and simulations using industry standard technologies.Globaloria is used to develop media literacy at the schools of the United States of America. The article presentsa selection of games for the development of media literacy. In particular, the article describes the possibilitiesof using the online game “Factitious", the essence of which is to determine the reliability of information. Thesimulation online game “Newsfeed defenders” is offered to increase the level of literacy in social networksand news. The online games “Fakey” and “Interland” teach students how to properly disseminate latest newson social networks. The online educational game “BBC Reporter” teaches children to spot misinformation onthe Internet. The author suggests using the educational game “Go Viral!” to teach students to separate factsfrom fakes about Covid-19. “Be Internet awesome” contains several games: “Mindful mountain”, “Towerof treasure”, “Reality river”, “Reality river”, “Kind kingdom”. These games teach children to create strongpasswords, to display fake profiles and phishing, to be kind to others and report cyber bullies.Conclusions. The educational online-games for the development of media literacy appear every yearin the United States. Gamification is an effective method for developing students’ skills in media literacyand critical thinking, preparing them for a life that is oversaturated with digital information.
References
2. Дубле І.-М. Дезінформація та виборчі кампанії /пер. з франц. Київ : Рада Європи, 2019. 34 c.
3. Интерактив и геймификация: рекомендации экспертов по медиаграмотности. 2020. URL: h t t p s : / / n e w r e p o r t e r. o rg / 2 0 2 0 / 0 2 / 2 4 / i n t e r a k t i v - i - g e j m i f i k a c i y a - r e k o m e n d a c i i - e k s p e r t o v - p o - mediagramotnosti/ (дата звернення: 22.10.2020).
4. Круглов В. Гейміфікація, гаджети і проєктне навчання. Сім сучасних трендів в освіті. URL: https://op.ua/news/osvita-v-ukraini/geymifikaciya-gadzheti-iproektne-navchannya-sim-suchasnih-trendiv-v-osviti---viktor-kruglov (дата звернення: 20.10.2020).
5. Макаревич О.О. Гейміфікація як невід’ємний чинник підвищення ефективності елементів дистанційного навчання. Young Scientist. 2015. № 2 (17). С. 279–282.
6. Приходькіна Н.О. Концептуальні підходи до розвитку медіаосвіти в англомовних країнах: особливості теорії критичного мислення. Теорія та методика управління освітою. 2019. Том 1(22). URL: http://umo.edu.ua/images/content/nashi_vydanya/metod_upr_osvit/v_22/Приход_кiна.pdf (дата звернення: 26.10.2020).
7. Anders C. Video Game Life Lessons. URL: https://medium.com/super-jump/video-game-life-lessons-17cbd996d0c5 (дата звернення: 26.10.2020).
8. Be Internet Awesome: Smart, Alert, Strong, Kind, Brave. Digital Safety and Citizenship Curriculum. 2019. URL: https://storage.googleapis.com/gwebinterland.appspot.com/en-us/hub/pdfs/Google_BeInternetAwesome_DigitalCitizenshipSafety_2019Curri culum.pdf (дата звернення: 26.10.2020).
9. Fake news “vaccine” works: “pre-bunk” game reduces susceptibility to disinformation. URL: https://www.cam.ac.uk/research/news/fake-newsvaccine-works-pre-bunk-game-reduces-susceptibility-todisinformation (дата звернення: 26.10.2020).
10. Games in Education: Serious Games. URL: https://www.nfer.ac.uk/publications/futl60/futl60.pdf (дата звернення: 26.10.2020).
11. Hobbs R. Transgression as Creative Freedom and Creative Control in the Media Production Classroom. IEJEE: International Electronic Journal of Elementary Education. 2019. Vol. 11 (Issue 3). Pp. 207–2015. DOI: 10.26822/iejee.2019349245. URL: https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1060&context=com_facpubs (дата звернення: 27.10.2020).
12. Lasauskien J., Rauduvait А., Barkauskait M. Development of General Competencies within the Context of Teacher Training. Procedia – Social and Behavioral Sciences. 2015. No. 191. Pp. 777–782. DOI: 10.1016/j.sbspro.2015.04.525. URL: https://core.ac.uk/download/pdf/82124858.pdf (дата звернення: 24.10.2020).
13. NewsFeed Defenders. Social media simulation builds news literacy skills: The teacher’s Guide. URL: https://www.commonsense.org/education/website/newsfeed-defenders (дата звернення: 28.10.2020).
14. Roozenbeek J. & Linden S. Fake news game confers psychological resistance against online misinformation. Palgrave communications. 2019. No. 5. Pp. 1–10. DOI: 10.1057/s41599-019-0279-9. URL: https://www.nature.com/articles/s41599-019-0279-9 (дата звернення: 28.10.2020).
15. The 2019–2024 Global Game-based Learning Market. URL: https://seriousplayconf.com/wp-content/uploads/2019/11/Metaari_2019-2024_Global_Gamebased_Learning_Market_Executive_Overview.pdf (дата звернення: 26.10.2020).
16. Wilson C., Sudol L., Stephenson C., Stehlik M. Running on Empty: The Failure to Teach K-12 Computer Science in the Digital Age. 2010. URL: https://runningonempty.acm.org/fullreport2.pdf (дата звернення: 26.10.2020).
