FakeBusters
FakeBusters helps teachers to teach media literacy to secondary school pupils.
A Bachelor’s project by: Kim Karn and Isabella Kessler
7th semester, 2024/2015
Supervising lecturers: Prof. Andrea Krajewski, Prof. Tsunemitsu Tanaka
The background
Young people get most of their information from social media. Platforms such as TikTok, Instagram and YouTube are key sources of news – often without editorial oversight. As a result, disinformation spreads rapidly, as emotional content is shared and commented on more frequently, regardless of its truthfulness. This leaves young people inundated with a flood of information in which facts, opinions and targeted disinformation are intermingled.
Media literacy is a crucial factor in recognising disinformation. Those who understand algorithms and critically scrutinise sources navigate the digital world with greater confidence. However, these skills are often not taught sufficiently in schools. Teachers frequently lack the appropriate materials or the time to cover the topic in depth.
The solution: FakeBusters
FakeBusters is an extracurricular club concept that uses gamification and interactive learning methods to teach pupils media literacy in a fun way. It helps teachers prepare their pupils for digital challenges and to critically examine disinformation. The club offers ready-made teaching materials as well as a combination of digital and analogue methods, including interactive card games, role-plays and reflection exercises.
Teachers can access all modules via a web-based platform. Compared to traditional extracurricular group formats or the time-consuming search for free educational resources, FakeBusters significantly reduces the amount of preparation required. Through playful approaches, curiosity, teamwork and critical thinking are encouraged, making learning a motivating and lasting experience.
The prototype
FakeBusters was developed as an extracurricular club concept tailored to the needs of pupils and teachers. Teachers are given access to an online platform where they can download all the materials and customise them as required. The modules are designed so that they can be delivered with minimal preparation. Pupils choose topics that particularly interest them and explore these in a playful way in small groups.
AG Platform
The AG Platform offers teachers entry to a wide range of functions and resources via a licence key. Once registered, they can access digital resources and order printed materials, or return them if necessary. A key feature is the voting page, where pupils can influence the choice of topics for the AG. The module overview displays all modules and their digital resources. A feedback form enables teachers to provide feedback at any time, and the terminology wiki offers a comprehensive collection of terms from the modules, which can be adapted as required.
Digital resources
The digital resources include handouts, lesson plans, instructions and worksheets. The teacher has access to all the resources and can print them out as required and distribute them to pupils or parents. Each topic includes at least one lesson plan, but usually also handouts and worksheets with a variety of tasks.
Analogue materials
In some topics, we have incorporated gamification elements and developed suitable games or creative tasks to convey the content in a playful and interactive way. This helps to consolidate what has been learnt and ensures that the club remains enjoyable. It was important to us that the pupils do not simply play a game, but that a clear link is established with the relevant module and that they are able to get actively involved themselves.
Example: The Power of Public Opinion
When exploring the topic ‘How does disinformation influence public opinion?’, the focus is on the role-play ‘The Power of Opinion’. Pupils take on the roles of politicians, journalists, influencers or members of the public. Through group discussions, they analyse how their character reacts to or responds to disinformation. In doing so, they learn to see things from a different perspective and experience how opinions can be formed, influenced or manipulated.
Example: Fake or fact?
‘Fake or Fact?’ is at the heart of the topic ‘How do I spot fake news?’ and is designed to help pupils recognise fake news in a fun way. The game is based on the principles of the well-known party game Werewolf, but has been specially adapted to the topic of fake news. Through this interactive game, pupils learn to recognise manipulation, to question information critically and to engage more consciously with the news.
