Buchner, Josef
Playing an Augmented Reality Escape Game Promotes Learning About Fake News Artikel
In: Technology, Knowledge and Learning, Ausg. 2024, 2024, ISSN: 2211-1670.
Abstract | Links | BibTeX | Schlagwörter: 21st century abilities, augmented reality, educational escape game, escape game, fake news, media literacy education, O
@article{Buchner2024,
title = {Playing an Augmented Reality Escape Game Promotes Learning About Fake News},
author = {Josef Buchner},
url = {https://doi.org/10.1007/s10758-024-09749-y
https://osf.io/yagnr/
https://escapefake.org/},
doi = {10.1007/s10758-024-09749-y},
issn = {2211-1670},
year = {2024},
date = {2024-06-19},
journal = {Technology, Knowledge and Learning},
issue = {2024},
abstract = {The spread of fake news poses a global challenge to society, as this deliberately false information reduce trust in democracy, manipulate opinions, and negatively affect people’s health. Educational research and practice must address this issue by developing and evaluating solutions to counter fake news. A promising approach in this regard is the use of game-based learning environments. In this study, we focus on Escape Fake, an augmented reality (AR) escape game developed for use in media literacy education. To date, there is limited research on the effectiveness of the game for learning about fake news. To overcome this gap, we conducted a field study using a pretest-posttest research design. A total of 28 students (14 girls, mean age = 14.71 years) participated. The results show that Escape Fake can address four learning objectives relevant in fake news detection with educationally desired effect sizes: Knowledge acquisition (d = 1.34), ability to discern information (d = 0.39), critical attitude toward trustworthiness of online information (d = 0.53), and confidence in recognizing fake news in the future (d = 0.41). Based on these results, the game can be recommended as an educational resource for media literacy education. Future research directions are also discussed.},
keywords = {21st century abilities, augmented reality, educational escape game, escape game, fake news, media literacy education, O},
pubstate = {published},
tppubtype = {article}
}
The spread of fake news poses a global challenge to society, as this deliberately false information reduce trust in democracy, manipulate opinions, and negatively affect people’s health. Educational research and practice must address this issue by developing and evaluating solutions to counter fake news. A promising approach in this regard is the use of game-based learning environments. In this study, we focus on Escape Fake, an augmented reality (AR) escape game developed for use in media literacy education. To date, there is limited research on the effectiveness of the game for learning about fake news. To overcome this gap, we conducted a field study using a pretest-posttest research design. A total of 28 students (14 girls, mean age = 14.71 years) participated. The results show that Escape Fake can address four learning objectives relevant in fake news detection with educationally desired effect sizes: Knowledge acquisition (d = 1.34), ability to discern information (d = 0.39), critical attitude toward trustworthiness of online information (d = 0.53), and confidence in recognizing fake news in the future (d = 0.41). Based on these results, the game can be recommended as an educational resource for media literacy education. Future research directions are also discussed.
Altmeyer, Kristin; Kapp, Sebastian; Thees, Michael; Malone, Sarah; Kuhn, Jochen; Brünken, Roland
In: British Journal of Educational Technology, 2020.
Abstract | Links | BibTeX | Schlagwörter: AR, augmented reality, O, STEM
@article{Altmeyer2020,
title = {The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results},
author = {Kristin Altmeyer and Sebastian Kapp and Michael Thees and Sarah Malone and Jochen Kuhn and Roland Brünken},
url = {https://doi.org/10.1111/bjet.12900},
doi = {10.1111/bjet.12900},
year = {2020},
date = {2020-01-14},
urldate = {2020-04-23},
journal = {British Journal of Educational Technology},
abstract = {Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet‐based AR application has been developed to support learning from hands‐on experiments in physics education. Real‐time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR‐supported and a matching non‐AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR‐supported lab work.},
keywords = {AR, augmented reality, O, STEM},
pubstate = {published},
tppubtype = {article}
}
Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet‐based AR application has been developed to support learning from hands‐on experiments in physics education. Real‐time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR‐supported and a matching non‐AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR‐supported lab work.