Playing with Misinformation: A Game-Based Approach to Children's Critical Digital Literacy

Abstract

In an increasingly complex digital information environment, children encounter both reliable and misleading content on social media at an early age. While recent research has explored game-based interventions addressing misinformation, most existing approaches target adolescents or adults. Younger schoolchildren remain an underexplored audience in this field. This paper presents the design rationale and early development of a role-based classroom game developed as part of the interdisciplinary SafeChilDe project (Safeguarding Children’s Democratic Agency). The game targets children aged 10–12 and simulates key dynamics of social media through four complementary roles: journalists, influencers, misinformation creators (“fake makers”), and fact-checkers (“detectives”). By assigning players different roles in producing and analysing social media content, each guided by distinct underlying motives, the design enables children to explore how textual, paratextual, and contextual cues shape credibility assessments in digital content. The learning design is grounded in critical digital literacy and experiential learning. Rather than focusing solely on inoculation against misinformation, the game aims to balance critical alertness with constructive trust in reliable information. The role-based structure allows players to experience how different actors in digital information environments operate with different goals, strategies, and communicative practices. The paper documents the design and development process of the game, from early concept exploration and prototyping to the development of a digital prototype. The design process follows an iterative approach, combining concept development, low- and mid-fidelity prototyping, and early testing. Children are involved in the development process, both in iterative playtesting and in selected production elements, such as contributing voice recordings used in the game. These activities provide insights that inform the refinement of gameplay mechanics, role dynamics, and usability in classroom settings. By documenting this process, the paper contributes design insights into how role-based classroom games can support children’s critical engagement with digital information and how game mechanics can be structured to make complex media literacy concepts accessible for younger learners.