Science journalist for one day

This paper presents an overview of the serious game "Science journalist for one day" in which players assume the role of journalists and “write” scientific articles that report on a major earthquake and a volcanic eruption. The aims of the game range from assessing the players' knowledge of the topics addressed within the game to the ability to distinguish between false news and scientifically reliable information to understanding the challenges associated with communicating scientific themes. We examine the potential and effectiveness of this game in the realm of education. We show that students tend to focus on the effects of a phenomenon more than on the causes of it. This may be an advantage when writing an article since it can attract attention, but it is less valuable in a scientific context. Moreover, we point out the confusion that arises when distinguishing between different ways of measuring a phenomenon. All activities related to dissemination and education must undergo evaluation to ascertain their effectiveness. In our case, we gain from the supplementary information obtained by comparing the results of questionnaires administered prior to and after participating in the game. They provide insights into the gaps, misconceptions, and preconceptions held by the players, while their comparison enables us to comprehend, at least partly, the issues that have been clarified. The surveys reveal the effectiveness of employing a playful approach in the comprehension of the complexities in delivering scientific information that be both accurate and easily understandable to a broader range of individuals

Dissemination · Media studies · Political science · Public relations · Sociology · Telecommunications · Educational Games and Gamification · Engineering · Psychology · Video Analysis and Summarization · Virtual Reality Applications and Impacts

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