This article is a correction to:
Literacy at play: an analysis of media literacy games used to foster media literacy competencies
René Glas
Jasper van Vught1
Teresa De La Hera
Salvador Gómez-García- 1Department of Media and Culture Studies, Utrecht University, Utrecht, Netherlands
- 2Department of Media and Communication, Erasmus University Rotterdam, Rotterdam, Netherlands
- 3Department of Journalism and Global Communication, Complutense University of Madrid, Madrid, Spain
A corrigendum on
Literacy at play: an analysis of media literacy games used to foster media literacy competencies
by Glas, R., van Vught, J., Fluitsma, T., De La Hera, T., and Gómez-García, S. (2023). Front. Commun. 8:1155840. doi: 10.3389/fcomm.2023.1155840
In the published article, there was an error in Figure 2 as published. Three game titles which ultimately did not meet the criteria for inclusion in the final data set were mistakenly included. The figure caption was also incorrect, stating the number of games as 56 rather than 53. The corrected Figure 2 and its new caption appear below.
Figure 2
Figure 2. All 53 games in the sample, organized by media literacy topic, each with their associated media literacy competencies.
In the published article, there were a few errors. These relate to the accidental inclusion of three games in the sample, as discussed above. Due to the fact that three games were removed from the sample, some related information in the main text must be corrected.
Corrections have been made to:
Methodology; Research Design, Paragraph 1. This sentence previously stated:
“As we discuss below, a subset of 56 games were played, with a selection of 12 titles receiving a more detailed analysis.”
The corrected sentence appears below:
“As we discuss below, a subset of 53 games were played, with a selection of 12 titles receiving a more detailed analysis.”
Methodology; Data collection and data analysis, Paragraph 2. This sentence previously stated:
“This meant we played 56 out of 100 titles in the database.”
The corrected sentence appears below:
“This meant we played 53 out of 100 titles in the database.”
Methodology; Data collection and data analysis, Paragraph 3. This sentence previously stated:
“This meant that for the 56 titles we played as part of the analysis, […]”
The corrected sentence appears below:
“This meant that for the 53 titles we played as part of the analysis, […]”
Methodology; Data collection and data analysis, paragraph 5. This sentence previously stated:
“A table with a full overview of all 56 game titles, the media literacy topic or topics as well as the associated media literacy competencies can be found in Figure 2.”
The corrected sentence appears below:
“A table with a full overview of all 53 game titles, the media literacy topic or topics as well as the associated media literacy competencies can be found in Figure 2.”
Findings, Distinguishing the most common topics, Paragraph 1. This sentence previously stated:
“As is visible within Figure 2, out of our entire sample, 20 games were dedicated fully to the topic of misinformation, with 3 containing misinformation as a key literacy topic next to other, often related topics as digital well-being and privacy.”
The corrected sentence appears below:
“As is visible within Figure 2, out of our entire sample, 20 games were dedicated fully to the topic of misinformation, with one containing misinformation as a key literacy topic next to other, often related topics as digital wellbeing and privacy.”
Findings, Distinguishing the most common topics, Paragraph 5. This sentence previously stated:
“Some of these games for instance focus on understanding how to work with certain soft- or hardware applications (as such strongly linked to the “explore applications” competency) by for instance helping players to use a search engine (A Google a Day, Google Feud) or a certain VR application (Oculus Riftirement, ARe you ready?).”
The corrected sentence appears below:
“Some of these games for instance focus on understanding how to work with certain soft- or hardware applications (as such strongly linked to the “explore applications” competency) by for instance helping players to use a search engine (A Google a Day, Google Feud) or a certain VR application (ARe you ready?).”
Findings, Prevalent competencies, Paragraph 2. This sentence previously stated:
“In our analysis of our data subset of 56 games, we mapped all competencies which the games explicitly or implicitly seemed to address, to all the titles.”
The corrected sentence appears below:
“In our analysis of our data subset of 53 games, we mapped all competencies which the games explicitly or implicitly seemed to address, to all the titles.”
Findings, Prevalent competencies, Paragraph 3. This sentence previously stated:
“In fact, as can be seen in Figure 2, in our sample of 56 games only 10 games did not incorporate the understand media competency, and only 16 did not incorporate reflect on media usage. In comparison, only 11 games incorporated the explore applications competency, […]”
The corrected sentence appears below:
“In fact, as can be seen in Figure 2, in our sample of 53 games only 10 games did not incorporate the understand media competency, and only 14 did not incorporate reflect on media usage. In comparison, only 10 games incorporated the explore applications competency, […]”
Findings, Recurrent game design choices in media literacy games, Paragraph 1. This sentence previously stated:
“As mentioned, as part of the final step of playing through the 56 games in the database we also paid attention to the ways in which literacy topics were connected to gameplay as well as aesthetic design choices.”
The corrected sentence appears below:
“As mentioned, as part of the final step of playing through the 53 games in the database we also paid attention to the ways in which literacy topics were connected to gameplay as well as aesthetic design choices.”
The authors apologize for these errors and state that they do not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher's note
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Keywords: digital games, media literacy, digital literacy, literacy competencies, educational games
Citation: Glas R, van Vught J, Fluitsma T, De La Hera T and Gómez-García S (2024) Corrigendum: Literacy at play: an analysis of media literacy games used to foster media literacy competencies. Front. Commun. 9:1346800. doi: 10.3389/fcomm.2024.1346800
Received: 09 January 2024; Accepted: 31 January 2024;
Published: 27 February 2024.
Edited and reviewed by: Douglas Ashwell, Massey University Business School, New Zealand
Copyright © 2024 Glas, van Vught, Fluitsma, De La Hera and Gómez-García. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Teresa De La Hera, delahera@eshcc.eur.nl