Serious games in media literacy: a tool for training in communication and social responsability

Abstract

The growing challenge of misinformation in digital environments, together with the consolidation of the global concern for sustainability in the activity that takes place in our society, have highlighted the need to train future communicators in critical media literacy competencies and skills, specifically in what has to do with the issues that mark the Sustainable Development Goals (SDGs) of the UN Agenda 2030. In this context, serious games have emerged as an innovative pedagogical tool that not only captures students' attention, but also facilitates the acquisition of key competencies for source and content verification and critical analysis of complex processes and outcomes in today's information ecosystem. This paper poses a fundamental research question: to what extent can the use of digital games in the classroom improve the knowledge of complex processes, verification competencies and skills, and the critical attitude of communication students in relation to the information and disinformation that coexist in our societies? To answer this question, we have analysed the educational potential of games designed to simulate complex situations related to SDGs, such as the fight against disinformation for the strengthening of institutions; the reduction of inequalities; the sustained and inclusive economy; or sustainable development based on climate action or responsible consumption. Through these games, students not only learn to identify and verify media content, but also develop the skills and competencies necessary to navigate in a complex and saturated information environment, and communicate taking into account the keys to responsible and sustainable development of the societies in which they work and integrate. The research is based on the implementation of these games with undergraduate and graduate students of communication, evaluating how they impact on their media and information literacy and understanding of complex phenomena. Aspects such as the critical reception of information, the ability to verify and contrast sources, or the analytical and interpretative capacity of social reality are addressed. Through simulations that reflect real scenarios of information and misinformation, students face ethical and professional dilemmas that prepare them for their future work as communicators.

El artículo analiza el potencial de los videojuegos serios como herramienta pedagógica para la formación universitaria en competencias de alfabetización mediática y comunicación responsable. En un contexto marcado por la desinformación digital y la necesidad de promover los Objetivos de Desarrollo Sostenible (ODS) de la Agenda 2030, se explora cómo los juegos permiten trabajar competencias clave como la verificación de fuentes, el análisis crítico de contenidos y la comprensión de procesos sociales complejos. El estudio se apoya en la implementación de experiencias piloto con estudiantes de grado y posgrado en comunicación, utilizando newsgames y dinámicas de simulación vinculadas a la lucha contra las noticias falsas, la publicidad nativa, el diseño visual y la representación de los ODS. Los resultados muestran que estas prácticas favorecen un aprendizaje activo y situado, incrementan la motivación del alumnado y facilitan la adquisición de competencias profesionales en contextos simulados. Asimismo, se identifican requisitos técnicos y metodológicos para la integración de los serious games en el diseño didáctico universitario, subrayando su capacidad para fomentar la responsabilidad social y la conciencia crítica de los futuros comunicadores.