The Disinformation Games

Your safe space for games and challenges related to misinformation and disinformation!


Case study: Artificial Intelligence -  Opportunity, Danger or Both?

AI: Opportunity, Danger or Both?

Recommended for: 16 year old students or older

Available building blocks: 4

Tags: artificial intelligence, technology, robots, fake news

Tips for educators

Building block 1. What is artificial intelligence?

Introduction to why AI is important to the learners lives being taught. Introduce basic concepts and an overview of the influence it has on their lives.

Suggested resources

1. Boston dynamics robot uprising [Open from webarchive if link broken/inactive]

2. Robo-journalism: How a computer describes a sports match [Open from webarchive if link broken/inactive]

3. Ready for robot lawyers: how students can prepare for the future of law [Open from webarchive if link broken/inactive]

4. 5 ways AI changes tax [Open from webarchive if link broken/inactive]



Watson computer wins at Jeopardy

Learning outcomes

The learning outcomes represent the competences which learners are expected to develop as a result of the training intervention:

  1. Understand the field of AI and the main areas of possible disruption.
  2. Appreciate the purpose of sample information.
  3. Understand how AI might influence us via false information.

Suggested teaching methods

We plan to use some standard classroom practices:
> Instructor led sessions to introduce ideas and guide discussions.
> Small group work to consolidate and support learning.
> Short quizzes for fun and consolidation.
> Plenary sessions to check understanding.


Suggested learning activities

1.5 to 2 hour per lesson over 2 sessions.
The structure of the class work related to the case study will be roughly as follows:

> Lesson 1: Introduction to DeFacto and the overall aims of the project, discussion of significance of false information. Get a feel for the student’s current take on it (30). Individual work to find articles they “know” to be “true” (15). Discuss the 4 pillars in some detail and get students to work in groups or pairs to think about what they currently understand about the concepts and what they find difficult (30). Come up with one example to support one of the pillars. Group work on what they found in terms of support material from previous session (15). Session lead on deconstructing some of the ideas presented. Share some research on mis/dis and its impact. HW: come up with an idea of how they could teach the idea to others (15-30).

> Lesson 2: Introduce the analogue game and spend some time in groups trying it (60). Plenary discussion on how effective/not it is. Suggest one improvement to game Introduce digital version and allow them to try (30). Discuss some of the design ideas around it and get feedback on their views. Try the app and track their feelings Discuss the process and their feelings on mis/mal/dis information and their knowledge of how it can be addressed with DeFacto elements. Get their feedback on what they feel the future holds for them as a result (30).

De Facto pillars

Motivated Cognition: Question and answer session with learners to determine if they value some fake info over others. What is the motivation, if any, that drives acceptance or otherwise. Reinforce the psychological nature of the info.

Systemic Causality: Begin to explore in small groups if there are links between different forms of info generated by AI. What is the causal link, if any?

Frames and Framing: Use class based discussion of the concepts in order to create a reference frame for further work.

Equivalence and Emphasis Frames: Explore in groups if equivalence exists in order to make the material more acceptable.

Additional tools

De Facto app
Analogue board game and cards

Tips for educators


You have selected a topic from the Disinformation Games area. Please be advised that this area hosts, or links to, resources that contain misinformation or disinformation. The presence of such materials is to assist in developing and sustaining skills for navigating and detecting disinformation. To achieve this goal – and with clear intent – none of the materials are explicitly marked as true or not true.