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Future research should focus on developing context-specific game designs and
evaluating their long-term impact on learners’ critical thinking abilities. Additionally,
teacher training programs should incorporate modules on media literacy and game-
based pedagogy to ensure effective implementation.

REFERENCES
1. Wardle, C., & Derakhshan, H. (2017). Information Disorder: Toward an
interdisciplinary framework. Council of Europe, pp. 20–27.
2. UNESCO. (2021). Media and Information Literacy Curriculum for Educators
and Learners. Paris, pp. 45–52.
3. Potter, W. J. (2013). Media Literacy. Sage Publications, pp. 78–85.
4. Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice,
51(1), pp. 4–11.
5. Gee, J. P. (2014). What Video Games Have to Teach Us About Learning and
Literacy. Palgrave Macmillan, pp. 34–41.
6. Boud, D., & Falchikov, N. (2007). Rethinking Assessment in Higher
Education. Routledge, pp. 102–110.
7. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?
Proceedings of the 47th Hawaii International Conference on System Sciences, pp.
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8. Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux, pp.
112–119.
9. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-
regulated learning. Studies in Higher Education, 31(2), pp. 199–218.
10. Johnson, D. W., & Johnson, R. T. (2009). Cooperation and the Use of
Technology. Handbook of Research on Educational Communications, pp. 401–412.
11. Lewandowsky, S., Ecker, U. K. H., & Cook, J. (2017). Beyond misinformation.
Journal of Applied Research in Memory and Cognition, 6(4), pp. 353–369.
12. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press, pp. 86–91.
13. Abdurasulova N. Formation of Discursive Competence in A2 Level
Students //International Journal on Integrated Education. – Т. 4. – №. 5. – С. 261-265.

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