IM Cultural Institute

Tag: Misinformation

  • Effectiveness of Training Actions Aimed at Improving Critical Thinking in the Face of Mis- and Disinformation: A Systematic Review

    Effectiveness of Training Actions Aimed at Improving Critical Thinking in the Face of Mis- and Disinformation: A Systematic Review

    The effectiveness of training interventions aimed at improving critical thinking to counter mis- and disinformation is the focus of this systematic review. While critical thinking is widely recognized as a crucial aspect, the authors state that more evidence is needed to identify which approaches are most effective.

    Following PRISMA guidelines and a pre-registered protocol, the authors searched 12 databases and identified 8,041 articles. After screening and peer review, 17 studies were included. Most used true or quasi-experimental designs with moderate risk of bias and focused on media and information literacy through active learning approaches that included CT as part of the instruction.

    Research results indicate an overall improvement in participants’ critical thinking, although not all interventions explicitly targeted or measured this competence. In the end, only seven studies fully met the eligibility criteria, and the heterogeneity of results limited firm conclusions about overall effectiveness.

    The authors conclude by highlighting key elements for successful interventions, like active learning, diverse resources, and the explicit integration of critical thinking as a core objective within robust research designs.

    Learn more about this review here: https://doi.org/10.1057/s41599-025-06143-6

    Reference

    Marcos-Vílchez, J. M., Muñiz-Velázquez, J. A., Arraztio-Cordoba, A., & Sánchez-Martín, M. (2026). Effectiveness of training actions aimed at improving critical thinking in the face of mis- and disinformation: A systematic review. Humanities and Social Sciences Communications, 13(1)

  • The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment

    The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment

    This recent review article explores the potential of media literacy as a response to the growing challenge of misinformation, an issue that has attracted increasing attention from academics, policymakers, and social media platforms. It focuses on assessing the effectiveness of media literacy strategies designed to help individuals better engage with and evaluate misleading content.

    The authors used a rapid evidence assessment of research published between 2011 and 2021, examining studies at the intersection of media literacy and misinformation.

    Results show that certain types of media literacy interventions are effective, particularly those that encourage conscious, rational engagement with content and support the development of critical thinking skills. However, the effects of these interventions vary over time, reflecting the complexity and evolving nature of media and information environments.

    Learn more about this review here: https://ijoc.org/index.php/ijoc/article/view/23549/5009

    Reference

    Anstead, Nick et al, “The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment”, International Journal of Communication19(2025), 2129–2151

  • Enhancing Media Literacy Through Two Ludic Tools

    Enhancing Media Literacy Through Two Ludic Tools

    A recent study examined the potential of game-based learning to address the challenges young people face in navigating misinformation and critically engaging with digital media. In an increasingly unfiltered social media environment, the authors emphasized media literacy as a key competence for evaluating information and making informed judgments.

    As methodology, existent research was used, combining a benchmarking analysis of 21 tabletop games with in-depth interviews conducted with 29 experts. The benchmarking data were analyzed through comparative content analysis to identify game mechanics that support the development of media literacy, while the interview data were examined using a Grounded Theory approach to extract insights into critical skills, effective pedagogical strategies, and youth preferences in gameplay.

    These analyses informed the design of two educational tabletop games aimed at fostering critical thinking, collaboration, and ethical decision-making.

    The first game, Social Media Puppeteers, places players in the roles of politicians, journalists, and scientists, encouraging strategic discussion about social media dynamics through simplified role-playing mechanics aligned with experiential learning approaches.

    The second game, Social Media Fake News, uses structured, card-based gameplay to help players identify and deconstruct misinformation, supporting interactive and hands-on learning.

    The study shows that both games promote cognitive, social, and emotional benefits, including empathy, teamwork, and face-to-face collaboration. Through immersive narratives and role-based decision-making, players develop critical media skills in engaging learning environments.

    Learn more about this study here: https://doi.org/10.15847/obsOBS19520252698

    Reference

    Contreras-Espinosa, R. S., & Eguia-Gómez, J. L. (2025). Enhancing Media Literacy through two ludic tools. Observatorio (OBS*), 19(5)