| Resource type | Game | |
| URL | https://www.goviralgame.com/en | |
| General objectives | | |
| Learning | Yes |
| Entertainment | Yes |
| Ethical | |
| Others | |
| Related topics/Glossary – Keywords | Misinformation, Covid19, fake news, news bubble | |
| Expected learning outcomes | | |
| Knowledge | How misinformation goes viral; some critical aspects regarding viral content. |
| Skills | Recognize misleading contect, title and news. |
| Abilities | Develop critical thinking. |
| Teaching methodologies/Activity outline | | |
| 1. Starting a challenge: (brainstorming problem situation. By asking the students questions, the teacher stimulates their thinking) | Can be interesting before class; like a warm-up activity to do before introducing the topic (the game is short and simple but interesting). |
| 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) | |
| 4. Conclusion and evaluation reflections | Like several similar games, you have to dress like the “bad guy”: it is questionable if this approach is totally helpful; the game is nice just as an introduction thanks to the fun component. |
| Information and transliteracy competencies | | |
| | Scores:
0 (none) to 5 (strong) |
| Critical Thinking | 5 |
| Creativity | 1 |
| ICT/Digital Skills | 1 |
| Collaboration | 1 |
| Information Skills | 2 |
| STEAM competencies | | |
| Creative Thinking | 1 |
| Critical Thinking | 5 |
| Mathematical Thinking | 1 |
| Scientific Thinking | 1 |
| Activity development | | |
| Description of the game use to achieve the learning goals | The game has a very simple design: it clearly shows you how effective can be stressing emotions and fear if you want to go viral. |
| Required tool(s) | |
| Instructions for students | Not needed, the game is very intuitive. |
| Final Comments | As mentioned before, those games can be just an introduction. |
| Required settings | None | |
| Class management | | |
| Individual work | Yes |
| Team work | |
| Whole group | |
| Time management | | |
| Short activity (< 1h) | Yes |
| Medium activity (>1h;<1 day) | |
| Long activity (> 1 day) | |
| Sources/extra readings | None | |
