Insights from Readings for LIS 678

The readings assigned for this class were interesting because of their high relevance to the instructional application of research on games and gaming.

As I was designing instructional games for this class, I was especially influenced by the readings on constructivism. My goal in the gamification activity and in the games was to provide low-stakes opportunities for experiential learning. 

Board Game: Internet Famous

When I created Internet Famous, I wanted players to construct their own understanding of why misinformation spreads—not just passively absorb facts about it. Drawing from constructivist learning theory, I built a game where players actively build knowledge through play: sensational posts move you faster, and you quickly discover the consequences.

The "relevant debunk" rule drove a lot of the productive discussion by the players. You can only fact-check claims with matching expertise—forcing players to think critically about credibility and authority. This experiential learning approach lets players discover that effective fact-checking requires subject matter expertise, rather than being told.

By rotating between poster and debunker roles, everyone lives both perspectives—the pressure to go viral and the responsibility to verify. As a serious game, Internet Famous uses gameplay mechanics as the primary teaching tool: playing well requires understanding media literacy.

Event cards add chaos because social media isn't fair. The goal isn't reaching the finish line—it's the system teaching itself through active participation. Players don't memorize; they construct meaning through experiential gameplay. 

Video Game: Headline Hustle: The Dragon Deception Part 1

I'm creating an Aetherpunk fantasy RPG, The Dragon Deception that teaches teens about spotting misinformation on social media. Players start by hearing sensationalist rumors about dragon attacks, but as they investigate, they discover the truth has been deliberately spun by different factions for profit, power, and ideology.

The core mechanic is SPIN—Stop, Probe, Investigate, Notice—which guides players through critical thinking. They'll interview survivors, track money trails, and uncover a conspiracy, all while deciding whether to trust the narrative they're fed.

I'm using constructivism and experiential learning because students aren't lectured; they construct understanding through investigation and make meaningful choices. The fantasy setting makes media literacy feel like an epic quest instead of a lesson. By the end, players understand that misinformation has real consequences—and that critical thinking is a superpower.