Cat Park
| Full name | Cat Park |
| Description | Over the course of the game the player will travel throughout the city and meet an eclectic cast of characters united in the aim of bringing down the cat park.The player will go through different mini games that expose the player to various ways disinformation can be created and spread on social media. After the player unleashes their disinformation they also learn about counter-disinformation techniques and the benefits and limitations of different approaches. The game is designed to be completed in roughly 15 to 20 minutes. While these games are available to any interested players, they are recommended for use in classroom settings, framed by basic context on information literacy. A sample lesson plan is available. |
| Producer | Tilt, innovators in information resilience |
| Genre | Serious game |
| Available platforms | web based: https://catpark.game |
| Year of production | 2022 |
| Purpose of the game | Cat Park is based on “active inoculation” theory, pioneered by the University of Cambridge’s Social Decision-Making Lab. Much as vaccinations work by exposing subjects to an innocuous strain of a virus in order to trigger an immune response, empirical studies indicate that the controlled experience of disinformation through a game can build cognitive resistance to disinformation in the real world. This concept is also known as “prebunking.” Rather than simply waiting for lies to spread and then debunking them with a fact-check, the goal of Cat Park is to proactively educate about common disinformation techniques so that players are better prepared to spot fake news no matter what form it takes. |
| Player(s) (single/multiplayer) | single player |
| Language | EN,FR,DE,NE,CZ,RS,RU |
| License | open free |
| Resource type | Video | |
| URL | https://catpark.game | |
| General objectives | ||
| Learning | To learn how conspiracy theories spread and how people are manipulated with memes, headlines and falsified images. | |
| Entertainment | ||
| Ethical | To learn how you can try to correct the harm you have caused. | |
| Others | – | |
| Related topics/Glossary – Keywords | Conspiracy theory, meme, headline, image falsification. | |
| Expected learning outcomes | ||
| Knowledge | Knowledge about functioning of disinformation in social media. | |
| Skills | To recognize falsified images, memes, conspiracy theories, shocking headlines. | |
| Abilities | ||
| Teaching methodologies/Activity outline | ||
| 1. Starting a challenge: (brainstorming problem situation. By asking the students questions, the teacher stimulates their thinking) | ||
| 2. Activation (In Class) / Explanation: (ask the students to watch the videos, read articles, etc. related to the learning outcomes) | ||
| 3. Processing: (ask your students to do this experience at home or in the classroom) | The activity can be done alone or with a peer, after playing the game a reflection with the teacher and other classmates. | |
| 4. Conclusion and evaluation reflections | ||
| Information and transliteracy competencies | ||
| Scores: 0 (none) to 5 (strong) | ||
| Critical Thinking | 5 (One has to choose between different options and decide which of them works best.) | |
| Creativity | 3 (One can use creativity in creating memes and headlines) | |
| ICT/Digital Skills | 1 | |
| Collaboration | 1 | |
| Information Skills | 1 | |
| STEAM competencies | ||
| Creative Thinking | 3 | |
| Critical Thinking | 5 | |
| Mathematical Thinking | ||
| Scientific Thinking | ||
| Activity development | ||
| Description of the game use to achieve the learning goals | The game can be played alone or in pairs, learning outcomes need to be discussed afterwards with the teacher. | |
| Required tool(s) | Phone, tablet or laptop | |
| Instructions for students | The game can be played online without uploads or apps. | |
| Final Comments | ||
| Required settings | None | |
| Class management | ||
| Individual work | Yes | |
| Team work | In pairs | |
| Whole group | ||
| Time management | ||
| Short activity (< 1h) | 20 minutes + 20-30 minutes for discussion. | |
| Medium activity (>1h;<1 day) | ||
| Long activity (> 1 day) | ||
| Sources/extra readings | None |
| Scores 1 (very poor) to 10 (excellent) | |
| Assessment | NA |
| Playability | 8/10 |
| Lastability | 20 min |
| Engagement level | 7/10 |
| User interface | 7/10 |
| Storytelling | 8/10 |
| Digital competence for avoiding fake content | 8/10 |
| Plan how to find a specific information | NA |
| Identify and scope the necessary information | 5/10 |
| Evaluate the found information | 8/10 |
| Manage the information | 8/10 |
| Media literacy | 8/10 |
| Visual literacy | 7/10 |