Fake news, with their many forms and consequences, represent a pressing and increasingly widespread issue in today’s information society, particularly for young people who frequently encounter them online while still developing their critical literacy and ability to assess the credibility of information. In the context of this research, we designed a prototype of an educational board game about fake news and examined its suitability as a learning tool for raising youth awareness about this issue. The aim of the study was to determine whether the game is appropriate for the target audience, sufficiently understandable and engaging, and which elements might benefit from content-related or structural improvements. The research was based on a survey and observation of eighteen upper primary school students before, during, and after playing the game. The results show that the game is generally functional, comprehensible, and well-received, although certain content-related and technical shortcomings emerged, particularly regarding specific game rules and the wording on individual playing cards. Although the findings cannot be generalized due to the small and purposively selected sample, the study provides a valuable foundation for the further development of a high-quality educational game that can meaningfully contribute to improved recognition, understanding, and critical examination of fake news among young people.
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