Word Count: 735 words, Read Time: 5 mins
An Innovative Game for Digital Literacy and Online Safety
Testing Thomas is an interactive game designed to enhance children’s digital literacy and critical thinking skills. The game casts the player as Thomas, a superhero tasked with identifying safe vs. unsafe online profiles. This engaging approach not only makes learning fun but also empowers young players with the skills to recognise and report potential online threats.
Understanding Online Safety Through the Game Mechanics
In Testing Thomas, players engage with profiles styled like “Top Trump” cards, which contain details that help them assess whether the profile belongs to a peer or an adult posing as a child. For example, a suspicious profile might claim to be 10 years old but reference topics like “blockbuster” films, raising red flags.
Players earn stars by identifying unsafe profiles and are prompted to report profiles asking for sensitive information like addresses or school names. The game emphasises recognising “red flags,” including requests to meet in person or form personal connections outside the game. This mechanic fosters critical thinking while reinforcing the importance of privacy in online interactions.
AI’s Role in Enhancing the Game
Artificial intelligence (AI) is central to Testing Thomas. The bots behind the profiles simulate realistic conversations, adapting their responses based on player input. According to Dicheva et al. (2015), gamification elements like adaptive feedback can keep players engaged while enhancing problem-solving skills.
AI could further improve the game by creating more authentic scenarios and personalised challenges tailored to each player’s skill level. This aligns with the increasing role of AI in designing educational tools (Niemi et al., 2023).
Additionally, if girls or non-binary children feel they cannot relate to the male main character, Thomas, they could choose an alternative AI-generated character tailored to their preferences, created from a short description they provide.
Linking to Existing Developments in Chatbots for Digital Literacy
Testing Thomas aligns with a project at Virginia Polytechnic Institute and State University, with a grant ending in February 2027. This project aims to create a chatbot that helps children practice identifying and responding to online threats in a safe environment. The chatbot poses a tool to teach teens about the risks of cyber grooming, and coping mechanisms to protect themselves from these risks (Sourwine, 2024).
While still under development, this chatbot shares similar goals with Testing Thomas: empowering children to navigate online risks using AI technologies (Sourwine, 2024).
Looking Ahead: What Will the Game Look Like in 20 Years?
By 2044, Testing Thomas could evolve into a fully immersive virtual reality (VR) experience. Players might wear VR headsets, stepping into a digital world where they interact with simulated profiles. This approach could make online safety education more engaging and impactful while raising questions about balancing privacy and technology.
In the future, AI-powered profiles could become even more context-aware, creating scenarios that evolve in real-time based on player interactions. As noted by Plass et al. (2015), effective game-based learning requires balancing cognitive, motivational, and sociocultural elements—something these advanced iterations could achieve. However, ethical concerns about data privacy and over-reliance on technology must be addressed. Questions about how much personal information the game collects and who controls it will be critical in its design.
The Role of Digital Literacy in Education
Digital literacy is vital in a world increasingly dominated by technology and AI. Games like Testing Thomas equip children with the skills to recognise online risks, fostering responsible digital citizens. Nand et al. (2019) highlight that gamification can effectively engage children with complex educational content, such as online safety.
By encouraging critical thinking and identifying unsafe behaviour, the game prepares players to navigate the digital landscape confidently. This aligns with the broader need for education to adapt to evolving technological challenges.
Personal Reflections on the Future of Learning
Reflecting on Testing Thomas, I’m optimistic about its potential to redefine online safety education. The game demonstrates how gamification and AI can create engaging, meaningful learning tools. However, I’m also cautious about over-reliance on technology and its accessibility. Will these innovations remain affordable and equitable? As Niemi et al. (2023) emphasise, inclusivity and ethical considerations must be at the forefront of technological advancements in education.
Looking ahead, games like Testing Thomas will likely play a pivotal role in digital literacy education, addressing critical issues while fostering curiosity and engagement in young learners. However, ensuring these tools evolve responsibly will be key to preserving creativity, critical thinking, and accessibility.
AI Acknowledgement Statement
This blog was created with the assistance of OpenAI’s ChatGPT to brainstorm, structure and edit content. Additionally, any photos produced using AI tools are clearly identified as ‘AI-Generated’ in their captions. All text and visuals have been reviewed and adapted to align with Newcastle University’s academic standards and requirements.
Bibliography
Dicheva, D., Dichev, C., Agre, G. & Angelova, G. (2015) ‘Gamification in Education: A Systematic Mapping Study’, Educational Technology ＆ Society, 18(3), pp. 75–88.
Nand, K., Baghaei, N., Casey, J., Barmada, B., Mehdipour, F. & Liang, H.-N. (2019) ‘Engaging children with educational content via Gamification’, Smart learning environments, 6(1), pp. 1–15.
Niemi, H., Pea, R. D., & Lu, Y. (Eds.). (2023). AI in Learning: Designing the Future. Cham: Springer Nature.
OpenAI (2024). ChatGPT (October 2023 version). Available at: https://chat.openai.com (Accessed: 8 October 2024).
Plass, J.L., Homer, B.D. & Kinzer, C.K. (2015) ‘Foundations of Game-Based Learning’, Educational Psychologist, 50(4), pp. 258–283.
Sourwine, A. (2024). ‘Virginia Tech Researchers Train Chatbot to Teach Kids Online Safety’. GovTech. Available at: https://www.govtech.com/education/higher-ed/virginia-tech-researchers-train-chatbot-to-teach-kids-online-safety (Accessed: 11 December 2024).
Leave a Reply