Gaming literacy: The Role of Feedback in Enhancing Media Literacy Through Serious Games

This study sought to identify the evolution of media literacy and how this term is developed in the complex educational landscape. Through the use of formative feedback mechanisms, the study investigates how playing serious games might enhance media literacy abilities and promote favorable attitudes towards media literacy. Furthermore, it examines logical theories that underpin game-based learning. Self-determination theory was analyzed, regarding players' satisfaction, autonomy and competence within the game, which mainly highlights the human motivation behind the game. The purpose of the study is to determine how much the efficacy of formative feedback contribute to improved media literacy. For the purpose of this study, there were a large number of variables that were taken into consideration. Measurements included perceived media literacy, attitudes towards media literacy, a test of actual media literacy, player satisfaction, autonomy, and competence. More specifically, participants were divided into four groups: (1) viewed stories in the game and received feedback, (2) viewed story screenshots with feedback, (3) viewed story screenshots without feedback, and (4) control group with no story exposure. According to the results feedback did not significantly affect media literacy levels; nonetheless, those who played the game felt more competent, autonomous, and satisfied with their experiences. These results imply that, despite their engaging nature, serious games may not be highly impacted by feedback alone in terms of their ability to increase media literacy. The interactive learning environments that games are capable to offer enhance media literacy by engaging players in real-life simulations. Moreover, hypotheses that media literacy and attitudes towards media literacy can be increased with game-based learning were not supported. Nevertheless, the fact that feedback proved to be a positive factor for learning, as participants with feedback showed higher potential of identifying media literacy than those who did not receive, suggests that any educational method that includes feedback is more beneficial.