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Item type:Publication, Enhancing Media Literacy in Higher Education: An Experimental Study on Misinformation Through a Gamified Intervention in Peru(USC Annenberg School for Communication & Journalism, 2026-01-01)This experimental study assesses the effectiveness of a technology-based educational intervention aimed at countering misinformation among young Peruvian university students (aged 18–22), applying inoculation theory through the gamified intervention Bad News, adapted specifically for Latin America. As a conceptual replication of Basol et al., the study preserves the original experimental design while extending it to a Latin American, Spanish-speaking context. A total of 301 first- and second-year students from two private universities in Lima were randomly assigned to either a treatment or control group. Through pretest and posttest measurements and statistical analyses (Student's t-test, two-way ANOVA), findings demonstrate that playing Bad News significantly reduces the perceived reliability of misinformation content on social media. A significant interaction was found between the intervention and maternal education level. Although no statistically significant interaction effects were found for self-perceived media literacy or trust in traditional and social media, both variables independently predicted more critical evaluations of misinformation. This research represents a pioneering effort in Latin America, a region lacking experimental studies that validate gamified interventions for critical thinking against misinformation. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Educational interventions to mitigate misinformation among university students: A scoping review(Peruvian University of Applied Sciences, 2025-07-01)Introduction: Information disorders represent a growing threat to social cohesion, public health, and democratic systems. Media literacy in higher education emerges as a key strategy to mitigate their impact, although its implementation poses theoretical and methodological challenges. Objective: This study aimed to analyze the empirical production politeracy interventions targeting university students, identifying the theoretical frameworks underpinning them, their implementation and methodological characteristics, and the reported effectiveness of these strategies in mitigating misinformation in students. Method: A scoping review was conducted following the PRISMA-ScR model. A total of 27 articles published between 2012 and 2024 were analyzed, all documenting educational interventions implemented in university settings across various regions. Results: The findings reveal a geographic concentration in the United States and a surge in research activity since 2020. Interventions focus on strengthening critical thinking and the mindful use of information, with prominent approaches including inoculation theory and educational video games. Quantitative studies dominate, particularly observational and experimental designs, although only half included over 300 participants. Several studies lack validated instruments and rigorous sample size estimations. Discussion: The analysis reveals a fragmented theoretical landscape that hinders comparability and field consolidation. The study recommends the development of standardized methodological frameworks, interdisciplinary approaches, and the design of context-aware, sustained, and culturally relevant interventions. These actions are essential to enhance the effectiveness and sustainability of educational strategies in addressing misinformation within higher education contexts.1