We introduced games as a way to get children who hate reading newspapers to read naturally, and this method worked for them.
Since there is work to do and fun to be had during class time, naturally, the number of children sleeping has decreased.
Since then, I've been thinking about different types of board games that would be good to use in class.
We ran games ranging from simple match-making games to games students created and enjoyed themselves, and the students' responses were quite positive.

--- p.7, from “Prologue_ Learning the right media world while enjoying games”

Board games can also be used as a communication tool in online classes.

1.
You could also present a few Media Visa Q&A cards in an interactive lesson or online video and assign students to answer the questions on the cards as an assignment.
Students feel less pressure when assignments are presented in the form of a game.

2.
When conducting the News Value Index game during an interactive class, the teacher acts as the game facilitator, turns over five cards, and asks students to choose numbers.
If it is a class where you create and upload a video, students watch the teacher's play, write down the number, and submit their reasons for thinking that way through comments or other means.
At this time, it can be run as a telepathy quiz, such as a radio program.

3.
When playing News Term Match Interactively, you can easily play by randomly assigning numbers to the locations where the cards are placed or by assigning coordinate values.
If you're filming, you can just line up some matching cards with similar colors and have a game where you try to find the student who has made the most matching pairs.

--- p.11, from “The Structure and Use of This Book”

Students have heard the word "media" many times, but they use it without even knowing what it is or feeling the need to know.
Even when we are exposed to information about the positive and negative functions of media use, including critical thinking, we often do not understand what it means.
So, when providing media education, it is necessary to first understand what media is and what it applies to.
--- p.16, from “Chapter 1: Definition and Theory of Media Literacy”

By gamifying media classes, we can see the effects of getting children who don't read the newspaper to read it and reducing the number of children who doze off or sleep.
By simply borrowing the game's play techniques for education, we can achieve the effect of promoting learning and solving problems.
One common request from teachers requesting lessons is, “Please don’t let the kids sleep.”
In that sense, it can be said to be a successful teaching method.

--- p.28, from “Chapter 1: Definition and Theory of Media Literacy”

If the terminology isn't clear, try adding some rules like "card flipping" and "friend chance" to play the game.
'Flipping the card' can be effective in memorizing terms by directly reading and understanding the meaning of the value terms written on the back of the card.
A 'Friend Chance' is when a player nominates a friend and that friend explains the value term without looking at the card.

--- p.42, from “Chapter 2 _ Media Literacy Board Game”

In a class on understanding media, 'when selecting information to include in the media, we choose based on various values ​​such as objectivity, interest, fame, novelty, influence, timeliness, and conflict.
Each value is briefly explained as 'meaningful in one respect'.
Learning to understand what the cards are saying will help you play the game more smoothly.

--- p.35~36, from “Chapter 2 _ Media Literacy Board Game”

The learner places each card on the floor so that it matches the other card and is visible.
After all the cards have been paired, the leader reads the blue letters and the learners check the black letters.
It's easy to find because it's colored.
Afterwards, the leader continues learning about journalism by providing additional explanations to the learners.
Afterwards, we will play the 'News Term Matching' game.
--- p.51, from “Chapter 2 _ Media Literacy Board Game”

Example of writing a life record book
ㆍIn the 'News Game We Create' activity, we learned about the principles of journalism and the role of the media, and critically explained problems that arise in the process of news creation using examples.

ㆍIn the 'News Game We Create' activity, we learned about the principles of journalism and explained that each media outlet may have different perspectives in the process of creating news.

ㆍUnderstand the principles of journalism in the 'News Game We Create' activity and understand why, as a consumer, you should strive to read critically.

--- p.56, from “Chapter 2_ Media Literacy Board Game”