1. What is one new thing you learned about fake news or misinformation?
I learned more about how misinformation uses emotional manipulation to attract our attention. Headlines and images can be carefully chosen to trigger fear or anger before we even read the full content. That first emotional reaction can influence how we interpret the information and whether we decide to share it.
What stayed with me is the importance of pausing and asking why something makes me feel a certain way. Is the headline informing me, or is it trying to provoke a reaction? Does the image support the story, or does it mainly make it more dramatic? These questions can help us become more thoughtful readers and avoid accepting information simply because it produces a strong emotional response.
2. What did you enjoy the most while creating the board games?
I particularly enjoyed the creative process of turning a serious topic into something playful and interactive. Creating a board game meant thinking about how people could explore media literacy through their own decisions, conversations and interactions.
The process also helped me understand the importance of testing and feedback. An idea can seem clear when you are developing it, but seeing how other people understand and play the game gives you a different perspective. Their reactions help you recognise what works and what needs improvement.
I enjoyed that combination of creativity and reflection: developing an idea, trying it out, listening to others and then finding ways to make it better.
3. What activity or moment from the project will you remember the most?
It is difficult to choose just one moment, but presenting our board game for the second time stands out. After the first presentation, we had received feedback and used it to make changes. When we presented the revised version, the response was much more positive.
That was a rewarding moment because we could see the difference our work had made. The feedback had given us something concrete to build on, and the second presentation showed why it was worth taking the time to reconsider our choices.
It is a memory I connect with learning through practice. We did not have to get everything right on the first attempt. We needed to be open to suggestions, willing to make changes and ready to try again.
4. How was it to work with people from eight different countries?
It was challenging at times, but mostly inspiring. Different cultural backgrounds and mentalities brought different perspectives to the group. People approached tasks, expressed ideas and understood situations in different ways, which made working together interesting.
Language and cultural differences sometimes required more patience and effort. We had to listen carefully, explain our thoughts and make space for one another. Those moments were also opportunities to look beyond our own assumptions and understand someone else’s point of view.
For me, our shared humanity became a connection we could always return to. Even when our experiences or ways of communicating were different, we could still find common ground. That made the international experience especially meaningful.
5. How will you use what you learned when you go back home?
I plan to talk with my students and peers about recognising manipulation in the media, particularly the ways headlines and images influence our emotions. I want to encourage them to pause, ask questions and think more carefully about the information they consume and share.
I would also like to use elements of the workshop format in my own educational activities. The experience of creating and improving a board game showed me how playful methods can open up a serious discussion and give people an active role in learning.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
