Rapid spread of harmful misinformation has led to a dire need for effective media literacy interventions, to which educational games have been suggested as a possible solution. Researchers and educators have created several games that increase media literacy and resilience to misinformation. However, the existing body of misinformation education games rarely focus upon the socio-emotional influences that factor into misinformation belief. Misinformation correction and serious games have both explored narrative as a method to engage with people on an emotional basis. To this end, we investigated how 123 young adults (mean age = 22.98) experienced narrative transportation and identification in two narrative-centered misinformation escape room games developed for library settings. We found that propensity for certain misinformation contexts, such as engagement with fan culture and likelihood to share on social media platforms, significantly affected how participants experienced specific measures of narrative immersion within the games. We discuss design implications for tailoring educational interventions to specific misinformation contexts.

翻译：有害虚假信息的快速传播导致对有效媒体素养干预措施的迫切需求，教育游戏被认为是可能的解决方案之一。研究人员和教育工作者已开发出多款能够提升媒体素养和增强对虚假信息抵抗力的游戏。然而，现有虚假信息教育游戏很少关注影响虚假信息信念的社会情感因素。虚假信息纠正和严肃游戏领域均已探索将叙事作为在情感层面与受众互动的方法。为此，我们调查了123名年轻成年人（平均年龄=22.98岁）在两种为图书馆环境设计的叙事中心型虚假信息密室逃脱游戏中如何体验叙事传输和角色认同。研究发现，参与者对特定虚假信息情境的倾向性（例如参与粉丝文化的程度和在社交媒体平台上的分享意愿）显著影响他们在游戏中特定叙事沉浸指标的体验。我们讨论了针对特定虚假信息情境定制教育干预措施的设计启示。