2023, Jäger, Janine, Eisemann, Christoph, Pimmer, Christoph, Gómez Chova, Luis, González Martínez, Chelo, Lees, Joanna

Fake news has become a major societal concern, particularly in the online and social media sphere. Higher education institutions have an important role to play in fostering critical thinking and promoting media and news literacy. Therefore, educators need to explore effective and innovative ways to teach news literacy. Online games have emerged as a potentially promising tool. Against this background, the paper presents a framework that conceptualises competences relevant for news literacy and 'fake' news literacy. It then uses the framework to conduct an evaluation of 17 popular and freely available online games about misinformation and disinformation and their suitability for developing competences relevant to (fake) news literacy in a higher education context. The findings indicate that the games were generally limited in scope and covered only specific news literacy competence areas. The paper discusses the results of the analysis and develops some suggestions for the integration of games in the higher education landscape.

2020, Eisemann, Christoph, Pimmer, Christoph, Sampson, Demetrios G., Ifenthaler, Dirk, Isaías, Pedro

Fake and false news, an unfortunate hallmark of today’s information society, have serious political and societal consequences. Little systematic knowledge is available about effective learning, teaching and awareness-raising strategies that help users in addressing fake news. This study reports preliminary results from a systematic literature review aimed at systematising different approaches and determining their effectiveness. Three main approaches emerged in the analysis: Firstly, the findings suggest that strategies to correct existing misconceptions caused by fake news have limited effectiveness and can be even counterproductive, particularly for polarising topics. Secondly, the evidence on the effectiveness of training on fake news detection methods is encouraging but inconclusive. Thirdly, despite the common perception that fake news detection needs to be linked to an understanding of the economic, ideological and cultural dimensions of media systems, the few empirical studies found in this area did little to support this claim. A tentative conclusion from these findings is the need to integrate education on false news and training on fake news detection strategies in educational programmes as early as children’s media consumption starts.

2018, Eisemann, Christoph, Tillmann, Angela, Pentzold, Christian, Bischof, Andreas, Heise, Nele

2013-01, Eisemann, Christoph, Echkaou, Hamdi, Marx, Sergio

Der Szenario-Beitrag stellt für die drei Länder Deutschland, Frankreich und Marokko Herausforderungen und Chancen dar, die sich mit der Verbreitung des Internet für die jeweiligen Gesellschaften ergeben. Es schreiben drei Autoren, die auch auf aktuelle Diskurse zum Thema in ihren Herkunftsländern eingehen. Der Beitrag entstand in Folge von drei Tagungen des Deutsch-Französischen Zukunftsdialogs, die im Jahr 2012 in Deutschland, Frankreich und Marokko stattfanden.

2021, Eisemann, Christoph, Pimmer, Christoph, Sampson, Demetrios G., Ifenthaler, Dirk, Pedro, Isaías

Fake and false news, an unfortunate hallmark of today's information society, have serious political and societal consequences. Little systematic knowledge is available about effective learning, teaching and awareness-raising strategies that help users in addressing fake news. This study reports preliminary results from a systematic literature review aimed at systematising different approaches and determining their effectiveness. Three main approaches emerged in the analysis: Firstly, the findings suggest that strategies to correct existing misconceptions caused by fake news have limited effectiveness and can be even counterproductive, particularly for polarising topics. Secondly, the evidence on the effectiveness of training on fake news detection methods is encouraging but inconclusive. Thirdly, despite the common perception that fake news detection needs to be linked to an understanding of the economic, ideological and cultural dimensions of media systems, the few empirical studies found in this area did little to support this claim. A tentative conclusion from these findings is the need to integrate education on false news and training on fake news detection strategies in educational programmes as early as children's media consumption starts.

2019, Eisemann, Christoph, Knaus, Thomas

Der Autor reflektiert die in einer Grounded-Theory-Studie verwendeten Erhebungsmethoden. Zusätzlich enthählt der Artikel einen ausführlichen Kommentar von Horst Niesyto.

2015, Eisemann, Christoph

Die Jugendkultur um den Straßentanz C Walk findet zu einem großen Teil online auf YouTube statt. Diese online-ethnographische Studie nach der Methodologie der Grounded Theory zeigt, wie Jugendliche im Social Web sozialen Raum konstruieren, sich Bereiche der Welt aneignen und sich mit ihrer Identität auseinandersetzen. Wie sich die/der Einzelne in der Jugendkultur positioniert, hängt unter anderem vom Verfügen über spezifische, jugendkulturelle Kapitalsorten ab.

2021, Eisemann, Christoph, Pimmer, Christoph, Mateescu, Magdalena, Demetrios, G. Sampson, Ifenthaler, Dirk, Isaías, Pedro

Learners’ cognitive abilities to assess the credibility of information in digital spaces are a relevant part of 21st century skills. Emerging evidence suggests that gamification could be a suitable approach for learners to develop these skills independently of their educational level. This study examined two popular online fake news games in a higher education setting using a randomized controlled trial. 72 students were randomly assigned to one of two games. Their ability to classify news, i.e. to distinguish fake news from correct news, was tested before and after playing the game. The results from multiple regression analysis suggest that there was only a very modest increase in participants’ news classification abilities in one game and no improvement in the other game. Contrary to some prior literature, these preliminary findings provide no evidence for the use of gamification in developing students’ fake news resilience in higher education contexts and they call for more nuanced education and gamification approaches.

2018, Eisemann, Christoph, Tillmann, Angela, Pentzold, Christian, Bischof, Andreas, Heise, Nele

Die Grounded-Theory-Methodologie liefert ein Rahmenkonzept für die Entwicklung einer Theorie aus Daten. Ihre Güte lässt sich deshalb nicht mit Kriterien beurteilen, die traditionell zur Bewertung hypothesenprüfender Verfahren zugrunde gelegt werden. In diesem Beitrag soll am Beispiel einer Studie über eine kleine medienbezogene Lebenswelt aufgezeigt werden, wie eine Qualitätssicherung im Rahmen einer Grounded-Theory-Studie erfolgen kann und an welchen Stellen besondere Obacht geboten ist. Die Studie wurde im Feld der Jugendkultur ‚C Walk‘ durchgeführt, einer hybriden Straßentanz-Szene, die sich sowohl online als auch offline konstituiert.

2014-11, Eisemann, Christoph

Der Autor beschreibt auf Basis seiner Studie zur Jugendkultur "C Walk" Prozesse der Sozialraumkonstruktion durch Jugendliche im Social Web. Er geht dabei sowohl auf dynamisierende als auch auf strukturierende, zum Teil einschränkende Elemente ein. Zum Beispiel auf die Funktion spezifischer "Kapitalsorten" oder die Orientierung an sozialen Rollenmodellen und spezifischen Normen. Die theoretischen Ausführungen werden mit zahlreichen Beispielen aus der Jugendkultur verdeutlicht.