Literacy at play:an analysis of media literacy games used to foster media literacy competencies

Media literacy is considered one of the key competencies to acquire in the 21st century. With games being recognized as having a large potential to train and educate, a wide range of games focusing on media literacy related topics such as fake news games, digital privacy, personal media habits, and practical media skills have sprung up over the years. All claim to foster media literacy skills and competencies. This begs the question how these games generally frame and understand media literacy, what competencies and skills they actually focus on, and through which game design choices. This paper thus asks: how media literacy games are designed to foster media literacy? Taking the Dutch Media Literacy Competencies Model as a departure point, we answer this question using a thematic analysis of 100 media literacy games and formal analysis of a smaller heterogeneous sample consisting of 12 games. We present a series of key findings involving the prominent presence of certain topics and competencies in the dataset, as well as prevalent design choices, allowing for a discussion of the current landscape of literacy games and underlying competencies and future potential for development.</p

Literacy at play: An analysis of media literacy games used to foster media literacy competencies

Media literacy is considered one of the key competencies to acquire in the 21st century. With games being recognized as having a large potential to train and educate, a wide range of games focusing on media literacy related topics such as fake news games, digital privacy, personal media habits, and practical media skills have sprung up over the years. All claim to foster media literacy skills and competencies. This begs the question how these games generally frame and understand media literacy, what competencies and skills they actually focus on, and through which game design choices. This paper thus asks: how media literacy games are designed to foster media literacy? Taking the Dutch Media Literacy Competencies Model as a departure point, we answer this question using a thematic analysis of 100 media literacy games and formal analysis of a smaller heterogeneous sample consisting of 12 games. We present a series of key findings involving the prominent presence of certain topics and competencies in the dataset, as well as prevalent design choices, allowing for a discussion of the current landscape of literacy games and underlying competencies and future potential for development

Corrigendum: Literacy at play: an analysis of media literacy games used to foster media literacy competencies

In the published article, there was an error in Figure 2 as published. Three game titles which ultimately did not meet the criteria for inclusion in the final data set were mistakenly included. The figure caption was also incorrect, stating the number of games as 56 rather than 53. The corrected Figure 2 and its new caption appear below. All 53 games in the sample, organized by media literacy topic, each with their associated media literacy competencies. In the published article, there were a few errors. These relate to the accidental inclusion of three games in the sample, as discussed above. Due to the fact that three games were removed from the sample, some related information in the main text must be corrected. Corrections have been made to: Methodology; Research Design, Paragraph 1. This sentence previously stated: “As we discuss below, a subset of 56 games were played, with a selection of 12 titles receiving a more detailed analysis.” The corrected sentence appears below: “As we discuss below, a subset of 53 games were played, with a selection of 12 titles receiving a more detailed analysis.” Methodology; Data collection and data analysis, Paragraph 2. This sentence previously stated: “This meant we played 56 out of 100 titles in the database.” The corrected sentence appears below: “This meant we played 53 out of 100 titles in the database.” Methodology; Data collection and data analysis, Paragraph 3. This sentence previously stated: “This meant that for the 56 titles we played as part of the analysis, […]” The corrected sentence appears below: “This meant that for the 53 titles we played as part of the analysis, […]” Methodology; Data collection and data analysis, paragraph 5. This sentence previously stated: “A table with a full overview of all 56 game titles, the media literacy topic or topics as well as the associated media literacy competencies can be found in Figure 2.” The corrected sentence appears below: “A table with a full overview of all 53 game titles, the media literacy topic or topics as well as the associated media literacy competencies can be found in Figure 2.” Findings, Distinguishing the most common topics, Paragraph 1. This sentence previously stated: “As is visible within Figure 2, out of our entire sample, 20 games were dedicated fully to the topic of misinformation, with 3 containing misinformation as a key literacy topic next to other, often related topics as digital well-being and privacy.” The corrected sentence appears below: “As is visible within Figure 2, out of our entire sample, 20 games were dedicated fully to the topic of misinformation, with one containing misinformation as a key literacy topic next to other, often related topics as digital wellbeing and privacy.” Findings, Distinguishing the most common topics, Paragraph 5. This sentence previously stated: “Some of these games for instance focus on understanding how to work with certain soft- or hardware applications (as such strongly linked to the “explore applications” competency) by for instance helping players to use a search engine (A Google a Day, Google Feud) or a certain VR application (Oculus Riftirement, ARe you ready?).” The corrected sentence appears below: “Some of these games for instance focus on understanding how to work with certain soft- or hardware applications (as such strongly linked to the “explore applications” competency) by for instance helping players to use a search engine (A Google a Day, Google Feud) or a certain VR application (ARe you ready?).” Findings, Prevalent competencies, Paragraph 2. This sentence previously stated: “In our analysis of our data subset of 56 games, we mapped all competencies which the games explicitly or implicitly seemed to address, to all the titles.” The corrected sentence appears below: “In our analysis of our data subset of 53 games, we mapped all competencies which the games explicitly or implicitly seemed to address, to all the titles.” Findings, Prevalent competencies, Paragraph 3. This sentence previously stated: “In fact, as can be seen in Figure 2, in our sample of 56 games only 10 games did not incorporate the understand media competency, and only 16 did not incorporate reflect on media usage. In comparison, only 11 games incorporated the explore applications competency, […]” The corrected sentence appears below: “In fact, as can be seen in Figure 2, in our sample of 53 games only 10 games did not incorporate the understand media competency, and only 14 did not incorporate reflect on media usage. In comparison, only 10 games incorporated the explore applications competency, […]” Findings, Recurrent game design choices in media literacy games, Paragraph 1. This sentence previously stated: “As mentioned, as part of the final step of playing through the 56 games in the database we also paid attention to the ways in which literacy topics were connected to gameplay as well as aesthetic design choices.” The corrected sentence appears below: “As mentioned, as part of the final step of playing through the 53 games in the database we also paid attention to the ways in which literacy topics were connected to gameplay as well as aesthetic design choices.” The authors apologize for these errors and state that they do not change the scientific conclusions of the article in any way. The original article has been updated

A Dutch guideline for the treatment of scoliosis in neuromuscular disorders

<p>Abstract</p> <p>Background</p> <p>Children with neuromuscular disorders with a progressive muscle weakness such as Duchenne Muscular Dystrophy and Spinal Muscular Atrophy frequently develop a progressive scoliosis. A severe scoliosis compromises respiratory function and makes sitting more difficult. Spinal surgery is considered the primary treatment option for correcting severe scoliosis in neuromuscular disorders. Surgery in this population requires a multidisciplinary approach, careful planning, dedicated surgical procedures, and specialized after care.</p> <p>Methods</p> <p>The guideline is based on scientific evidence and expert opinions. A multidisciplinary working group representing experts from all relevant specialties performed the research. A literature search was conducted to collect scientific evidence in answer to specific questions posed by the working group. Literature was classified according to the level of evidence.</p> <p>Results</p> <p>For most aspects of the treatment scientific evidence is scarce and only low level cohort studies were found. Nevertheless, a high degree of consensus was reached about the management of patients with scoliosis in neuromuscular disorders. This was translated into a set of recommendations, which are now officially accepted as a general guideline in the Netherlands.</p> <p>Conclusion</p> <p>In order to optimize the treatment for scoliosis in neuromuscular disorders a Dutch guideline has been composed. This evidence-based, multidisciplinary guideline addresses conservative treatment, the preoperative, perioperative, and postoperative care of scoliosis in neuromuscular disorders.</p

Erratum to: 36th International Symposium on Intensive Care and Emergency Medicine

[This corrects the article DOI: 10.1186/s13054-016-1208-6.]