Vilka elever lär sig mest av att spela spel under samhällskunskapen? : Socioekonomiska faktorers effekt på spelbaserade interventioner i källkritik

Sammanfattning

In an increasingly digital world, online literacy becomes an integral part of the skillset needed to effectively partake in society, and something that schools must actively prepare students for. For social studies teachers this carries additional weight as the spread of mis- and disinformation threatens democratic societies across the world. Through the comparison of pre- and posttests, this study has examined the effect of online games designed to train students’ source evaluation skills through the lens of Civic Online Reasoning, a theory which divides digital literacy into three core skills; Sourcing, Evidence and Corroboration by other sources. Additionally, this essay asked which kind of students stand to benefit the most from playing this type of game, by comparing the effect of a few socioeconomic factors like another language being spoken at home, parents’ level of education and choice of upper secondary school programme type. On average, students greatly improved their results in two of three categories of civic online reasoning. When it comes to socioeconomic factors, this study found that, on average, upper secondary school students in a higher education preparatory programme developed more in comparison to those at vocational programmes. Additionally, while no other socioeconomic variable was statistically significant, speaking another language at home increased the importance of the parents’ educational level. Likely, this is due to the vast heterogeneity among immigrants in Sweden and may point to a group of students that is extra susceptible to online misinformation: those with a foreign background and less educated parents.