Thinking Skills Research Articles

E-Book Design for Problem-Based Learning to Stimulate Creative Thinking Ability

Creative thinking is a crucial skill for students amidst the challenges of the Fourth Industrial Revolution. Students adept at creative thinking often find problem-solving more manageable. However, efforts to enhance students' creative thinking abilities remain suboptimal, partly due to limited teaching materials. This study aims to address this gap by analyzing the necessity for, designing, and developing an e-book tailored to problem-based learning to foster creative thinking skills. Following the ADDIE model, the research engages teachers and 8th-grade Junior High School students as participants. Data collection involves observations and interviews, followed by data reduction, presentation, and conclusion drawing. The findings include an assessment of e-book requirements and design aligned with problem-based learning to stimulate creative thinking. This study offers a roadmap for mathematics teachers to develop e-books that not only enhance students' understanding of mathematics but also nurture their creative thinking skills. The novelty lies in the integration of creative thinking skills within the e-book, coupled with its alignment to the problem-based learning approach.

Teaching psychiatric nursing with films during the COVID-19 pandemic: A qualitative study.

Interactive learning environments are known to be among the most effective methods used in education. Some of the interactive methods used in psychiatric nursing education are simulations, group discussions, case studies and video and film presentations. In psychiatric nursing education, cinematic films are among the online methods used. It is known that films used in psychiatric nursing education are useful for understanding mental disorders, the nurse-patient relationship, the roles of the nurse and the therapeutic environment. The COVID-19 pandemic deeply affected nursing education, and the difficulties faced gave rise to many new perspectives. After this period, it is of prime importance to update the nursing curriculum and develop new strategies in clinical practice. Teaching with films can help students to understand people's feelings, make sense of them and empathize. This method can have an emotional impact on student nurses and take learning to a deeper level beyond simple theoretical understanding. The findings of the study suggest that teaching through film is an effective method that can be used practically in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' professional identity as nurses. This study is focused on undergraduate students, but has implications for nurses in continuing education and professional development of nurses in developing a positive perspective towards psychiatric patients, increasing self-awareness and reducing prejudices. INTRODUCTION: The COVID-19 pandemic affected many areas of life and had a negative effect on education. This study investigated the impacts of using film as a method of education in students who were taking Psychiatric Nursing class during the COVID-19 pandemic, examining how this method contributed to theoretical and clinical practices of the students, their personal development and their viewpoint on psychiatric patients. This study adopted a qualitative research design. The study data were collected from 15 nursing students in June 2022. Interviews were conducted, audiotaped and transcribed verbatim. The method of education via film made contributions such as better theoretical understanding of the subjects taught, acquisition of analytical thinking skills and greater awareness of professional nursing skills and care practices. The students developed their professional perspectives, and their motivation increased. Using film is effective and practical when used in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' sense of their identity as professional nurses. This study relates directly to undergraduate students and also has implications for nurses undergoing continuing education and professional development.

Online Collaborative Strategies of ESL Learners in Precis Writing

It can be difficult to make the switch to online learning, and there are questions about how well students will be able to work together on group writing assignments. This study aims to identify the synchronous collaboration strategies employed by ESL students and how they affect their precis writing. Purposive sampling was employed in this study to select twenty-five (25) ESL students. Data was gathered using interviews, observation, and checklists as part of an explanatory mixed-method study design. According to the study's findings, students gain strategic thinking skills through online collaborative writing assignments; they also get better at summarizing, working in teams, and communicating important ideas in texts; and they stress the value of editing their work and utilizing both conventional and modern writing tools. Through the provision of resources, technology, and mentorship, educational institutions should establish settings that support collaborative writing.

Children With Cerebral Palsy’s Experiences With Adaptive Climbing: A Qualitative Study on Parents’ Perspectives

Background: Interest in adaptive sports for children with cerebral palsy (CP) is growing, but current evidence on the benefits and indications for one sport, adaptive climbing, is limited. Purpose: We sought to describe perceived changes observed by parents of children with CP who participated in adaptive climbing. Methods: Parents whose children with CP participated in 5 or more adaptive climbing sessions were eligible to participate and were emailed a recruitment letter and flyer. Data were collected through semi-structured interviews, using a moderator guide. Interviews were transcribed and content analyzed, with data grouped into concepts, categories, and themes until data saturation. Results: Ten parents (9 mothers, 1 father) of 10 children with CP (5 girls, 5 boys; ages 7 to 19 years) were interviewed for 15 to 45 minutes each, yielding 4 themes. First, parents perceived that adaptive climbing challenged the children physically (in reach, balance, strength, and head/neck and lower limb motion); second, that it sharpened children’s cognitive skills (in focus, problem-solving, and strategic thinking); third, that it raised children’s confidence (socially, physically, and emotionally); and fourth, that it expanded children’s sense of what they could do (in mastering a challenge, claiming an athletic identity, and participating in a sport like their peers). Conclusions: In this qualitative study, parents described physical, cognitive, and psychosocial benefits of adaptive climbing for their children with CP. These descriptions can be used to inform future studies of children with CP who participate in adaptive climbing.

A geometric framework for interstellar discourse on fundamental physical structures

This paper considers the possibility that abstract thinking and advanced synthesis skills might encourage extraterrestrial civilizations to accept communication with mankind on Earth. For this purpose, a notation not relying upon the use of alphabet and numbers is proposed, in order to denote just some basic geometric structures of current physical theories: vector fields, [Formula: see text]-form fields, and tensor fields of arbitrary order. An advanced civilization might appreciate the way here proposed to achieve a concise description of electromagnetism and general relativity, and hence it might accept the challenge of responding to our signals. The abstract symbols introduced in this paper to describe the basic structures of physical theories are encoded into black and white bitmap images that can be easily converted into short bit sequences and modulated on a carrier wave for radio transmission.

K-12 students' higher-order thinking skills: Conceptualization, components, and evaluation indicators

Higher-order thinking skills are essential for future citizens. Therefore, it is important to understand its conceptualization, components, and evaluation indicators. The aim of this study was to construct and validate a framework of indicators for evaluating higher-order thinking skills. We used a three-step mixed-method research design and collected expert opinions through a questionnaire. First, a literature review found that higher-order thinking skills include problem-solving, metacognitive, critical thinking, teamwork, and innovation development skills. Then, there was a general consensus among 11 evaluators regarding the conceptualization, components, and evaluation framework of higher-order thinking skills through two rounds of Delphi questionnaires. The framework for evaluating K-12 students' higher-order thinking skills includes five first-level indicators, 17 second-level indicators, and 55 third-level indicators. The results show that the indicator framework is scientific and reliable. In conclusion, this study not only proposes a compilation for evaluation indicators of K-12 students' higher-order thinking skills, but also provides support for the measurement and development of higher-order thinking skills.

Cultivating Critical Thinking Skills among Military Academy Students

In order to implement the new era's military education policy, it is essential for military academy students to possess critical thinking skills to cope with the complex and ever-changing battlefield conditions. However, the cultivation of critical thinking skills is not only a common challenge faced by higher education but also a weakness in talent development within the College English course. It is challenging for instructors to address other qualities that "high-quality" talents should possess, especially critical thinking skills, innovative abilities, and independent problem-solving capabilities. This article primarily analyzes how to enhance and cultivate critical thinking skills among military academy students within the context of College English teaching. The article first emphasizes the importance of critical thinking skills for military academy students and provides an overview of domestic and international approaches to cultivate these skills. It also identifies the challenges faced in cultivating critical thinking skills at military academies and explores methods and approaches to foster critical thinking skills from the perspectives of instructors, students, and institutions.

Critical thinking skills in English academic writing: An exploratory interview study of the perceptions and the experiences of EFL tutors at a Hungarian university

The development of students’ critical thinking (CT) skills in English academic writing poses challenges for both educators and students within the realm of English language teaching. In response to these challenges, the present study examines two main research questions related to tutors' perceptions and their experiences in fostering CT skills in English academic writing classes at a Hungarian university. The study employed a qualitative exploratory approach and involved the participation of five EFL tutors. Data were collected through semi-structured interviews and analysed using thematic content analysis. The findings indicate that EFL tutors consider CT skills crucial for evaluating sources, analysing academic texts, questioning reliability, and expressing independent opinions. Various strategies are employed to foster CT skills, including sample texts, guided tasks, the process approach to teaching academic writing, technology use, written feedback, self-assessment, peer revision, and the Toulmin model. Challenges faced by EFL tutors include mixed English language proficiency levels of students, students' limited exposure to CT and academic writing, students' attitudes towards CT and academic writing, time constraints, and systemic issues. The study offers EFL tutors’ insights and effective strategies for enhancing students' CT skills in English academic writing.

Effectiveness of strengthening exercises on positive thinking skills, psychological wellness and mental strength in athletes with a meniscus-ripped knee

This study aims to examine the influence of positive thinking, psychological well-being, and mental toughness on the recovery process following strengthening exercises in individuals diagnosed with a meniscus tear in the knee. The research cohort comprises 32 athletes diagnosed with a meniscus tear through Magnetic Resonance Imaging (MRI). Of these participants, 26 are male, and 6 are female, all aged above 18, engaged in amateur sports across diverse disciplines, and having sustained injuries during athletic activities. The participants were randomly assigned to two groups: Group A (experimental, n=16) and Group B (control, n=16). The study adopts a mixed model incorporating experimental, survey, and relational methodologies. The experimental model utilizes the experimental method with pretest-follow-up test and posttest control group design. Over an 8-week period, participants engage in exercises with each training session comprising 10 repetitions conducted twice daily. Assessments using the Positive Thinking, Psychological Well-Being, and Mental Resilience scales occur during the Pre-Test, Follow-up Test, and Post-Test stages throughout the study duration. Analysis of the research results reveals mean scores for positive thinking and psychological well-being scales above the medium level, whereas mental toughness scale scores approximate the middle level. The study concludes a moderate, yet statistically insignificant, positive correlation among positive thinking, psychological well-being, and mental toughness scale scores. Significantly, participants, guided by a physical therapist, exhibit a faster recovery rate compared to the control group. Consequently, it is inferred that the incorporation of psychological support alongside physical exercises contributes to an accelerated recovery process.

The effect of chem-preneurship-based project learning on students creativy

21st-century education not only involves aspects of knowledge but also emphasizes aspects of skills, such as critical thinking skills, creative thinking skills, communication, and collaboration. Creative thinking skills can be developed through contextual learning activities. One type of contextual learning is Chem-preneurship-based Project Learning (CBPL). CBPL trains students to be able to creatively design ideas, make products, design packaging, and do marketing. This study aimed to determine the effectiveness of the CBPL model. The research method used is descriptive quantitative. The population in this study were students of the 3rd semester of the department of chemistry. The sample of this study was 37 students who took Chem-partnership courses. The data analysis used is nonparametric statistical analysis. The results of the Wilcoxon test on student creativity obtained sig < 0.05, which means there were differences in student creativity before and after CBPL learning was implemented. The average score of students' creativity has increased from 58.83 to 82.34.

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.

Digital storytelling as a strategy for developing 21st-century skills: a systematic review of qualitative evidence

ABSTRACT Digital storytelling (DST) is an educational strategy that has been shown to be capable of developing a wide range of skills. The focus of this review is to examine the relationship between this strategy and the development of 21st-century skills, a highly relevant notion in today’s educational systems. The findings combine qualitative evidence regarding DST and its influence on developing 21st-century skills. A meta-aggregative approach was utilised to analyse the results of 18 selected studies. The results suggest that 1) no matter the characteristics of the DST activity, there will always be 21st-century skills at play when creating a digital story; 2) the relationship between DST and 21st-century skills is solid and clear; and 3) there is a notable influence on critical thinking, creativity and collaboration skills. Finally, design principles and recommendations for practitioners are proposed.

Epistemological Implications of Radical Skepticism

Purpose: The general objective of this study was to explore the epistemological implications of radical skepticism. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to epistemological implications of radical skepticism. Preliminary empirical review revealed that the pervasive influence of skepticism on individuals' perceptions and decision-making processes, leading to feelings of anxiety and uncertainty but also empowerment and critical thinking skills. The findings emphasized the importance of promoting transparency, accountability, and public engagement in scientific discourse, as well as the need for supportive learning environments and cultural sensitivity in addressing epistemological uncertainty. Overall, the study highlighted the complex nature of skepticism and underscored the importance of interdisciplinary collaboration and ethical decision-making in navigating epistemological challenges. Unique Contribution to Theory, Practice and Policy: The Constructivism theory, Social Constructionism theory and the Pragmatism theory may be used to anchor future studies on radical skepticism. The research contributed theoretical insights into knowledge formation and psychological responses to skepticism, offering practical recommendations for educators, policymakers, and practitioners. Policy recommendations emphasized the importance of promoting transparency and accountability in governance, while practical suggestions focused on fostering critical thinking skills and media literacy among the public. The study also identified avenues for future research, encouraging interdisciplinary collaborations and comparative studies across cultural contexts. Overall, the study offered a comprehensive examination of skepticism's impact and potential strategies for mitigating its effects. Keywords: Epistemological, Implications, Radical Skepticism, Education, Media Literacy, Governance, Psychological Responses, Interdisciplinary, Comparative Studies, Transparency, Accountability

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes. Keywords:  Educational Technology, Learning Outcomes, Higher Education, Digital Divide, Accessibility, Equity, Blended Learning, Virtual Reality, Artificial Intelligence, Mobile Learning, Pedagogical Approaches, Professional Development, Strategic Integration.

Integrating Modern Neuroscience with Traditional Philosophical Theories

Purpose: The general objective of the study was to examine how changes or advancements in modern neuroscience may impact or influence traditional philosophical theories. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to modern neuroscience with traditional philosophical theories. Preliminary empirical review revealed that interdisciplinary collaboration between these fields holds significant potential. Through a comprehensive review of existing literature, it was found that while challenges existed, there were also considerable opportunities for integration. The study emphasized the importance of theoretical integration and methodological innovation in advancing understanding at the intersection of neuroscience and philosophy. Practical implications were highlighted for stakeholders, including researchers, educators, policymakers, and the public, with the conclusion suggesting that embracing interdisciplinary perspectives could lead to deeper insights into the nature of the human mind and its philosophical implications. Unique Contribution to Theory, Practice and Policy: The Dual-Aspect Monism, Embodied Cognition and Enactivism theory may be used to anchor future studies on modern neuroscience with traditional philosophical theories. The study provided recommendations aimed at advancing theory, practice, and policy. Interdisciplinary dialogue and collaboration between neuroscientists and philosophers were fostered to enrich theoretical discussions. Insights from the integration of neuroscience and philosophy were incorporated into educational curricula and training programs, promoting critical thinking skills. Ethical considerations were integrated into neuroscience research through the development of guidelines and regulations. Interdisciplinary research teams were formed to design innovative methodologies, bridging terminological and conceptual differences. Furthermore, international collaboration was encouraged to leverage diverse perspectives and resources. Keywords: Integrating, Modern Neuroscience, Traditional Philosophical Theories, Interdisciplinary, Dialogue, Collaboration, Ethical Considerations, Education, Terminological Differences, International Collaboration, Critical Thinking

Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking

Numerous studies have shown that a traditional model persists in the teaching of history, in which students are not allowed to think for themselves and are assigned a passive role based on the mere memorisation of information. This reality is in opposition to the technological and technical boom taking place in the current educational context and to the enhancement of innovative strategies and methodologies that mark the role that students must occupy as protagonists of their own learning. This paper aims to compare the perceptions and historical knowledge of 93 baccalaureate students (16–18 years of age) following the implementation of an intervention programme based on active learning situations mediated by augmented reality and historical thinking skills. A quasi-experimental quantitative design with a non-equivalent control group was employed to meet these objectives. The results showed higher scores in the perception and knowledge of students in the experimental group compared with those in the control group. This line of work should be continued in the future with new studies to corroborate these findings, prioritising pedagogical models based on student activity and protagonism via the use of technology and critical thinking.

Mainstreaming climate change in legal education

ABSTRACT Climate change is one of the most pressing issues facing society today. Emerging legal professionals need to be equipped with the knowledge and skills required to respond to the challenges posed by climate change. This foundational education needs to commence during law school and be seamlessly integrated into the curriculum of all relevant law courses. The traditional law curriculum aims to educate students in three key areas: substantive law, adjective law and the practice of law. Each of these areas can be reformed to mainstream climate change in legal education. For substantive and adjective law, the inclusion of climate change materials within course curricula raises students’ consciousness of the climate crisis. Climate change litigation has tested the boundaries of both substantive and adjective law, creating valuable educational case studies. For the practice of law, there is a need to teach the craft of lawyering, how to translate substantive and adjective legal knowledge into effective legal practice. I suggest the incorporation of six skills of legal thinking into law school curricula, alongside teaching of effective oral and written communication skills. These tools are essential for lawyers to navigate the legal landscape effectively in the face of the climate crisis.

Knowledge and Perception of Soft Skills Among Medical Students and Postgraduate Residents at Services Hospital Lahore

Background and Objectives: Soft skills have emerged as a novel focal area for health care practitioners. Objective of this study was to assess the perception of medical students and postgraduate residents regarding soft skills and the need of incorporating these skills into the curriculum.Methods: This cross-sectional descriptive study was conducted at the Services Institute of Medical Sciences and Services Hospital in Lahore from January 1st to March 31st, 2023. A total of 192 participants, divided into two groups on the basis of their academic and clinical experience(Group 1 medical students final year and group 2 postgraduate residents of SHL (1st year) were included in the study after informed consent. Participants were given a pre-designed, validated questionnaire to record their details and assess their soft skills.Results: Postgraduate doctors were more effective at educating and motivating patients regarding treatment plans (84.4% vs. 15.6%, p < 0.0001), problem solving in critical situations (83.3% vs. 16.7%, p = 0.0001), and managing ethical conflicts (82.3% vs. 17.7%, p < 0.0001) compared to medical students. Doctors reported being taught communication skills (88.5% vs. 67.7%, p = 0.0005), critical thinking and problem- solving skills (81.3% vs. 31.3%, p=0.0001), time management skills (89.6% vs. 10.4%, p = 0.0001), and leadership skills (77.1% vs. 57.3%, p = 0.0035) more than medical students. A higher proportion of doctors had been assessed by their supervisors on communication skills (71.9% vs. 41.7%, p = 0.00003), critical thinking and problem-solving skills (49.0% vs. 27.1%, p = 0.0018), and leadership skills (74.0% vs. 33.3%, p = 0.0001) compared to medical students.Conclusion: Postgraduate doctors exhibit stronger aptitude in essential soft skills as compared to medical students therefore efforts should be made to integrate soft skills in healthcare educational program for better patient care and prepare medical students and residents for the multifaceted challenges they will face in their career.Key words: soft skills, perception, curriculum.  

Peningkatan Berpikir Kritis Siswa Dengan Model Pembelajaran Problem Based Learning

The purpose of this study was (1) to find out the application of the problem-based Learning Learning model to improve critical thinking skills and (2) to find out the improvement of student critical thinking skills through the application of the problem-based learning model to improve students thinking skills critical of class X IPS SMA PGRI Swasthika Lewolebe. This type of research was classroom action research (PTK), intended to improve classroom learning. The subjects of this study were students of grade X IPS SMA PGRI Swasthika Lewoleba, with 24 students. The method used in this study was a test. The research data were analyzed using quantitative analysis data. The study results can conclude that problem-based learning models can increase students' critical thinking skills at SMA PGRI Swasthika Lewoleba. Think can be proven by improving student learning outcomes in each cycle; it was very good, with a percentage of 29.16 % in the category good; in the first cycle, the rate increased to 37.5% in the good category, and in the second cycle it was very good with a percentage of 95.8% in the very good category. These results have achieved the success criteria set by the researcher, namely 80% above KKM 75.

Educational game as a practice for developing students' critical thinking skills regarding manipulations on the Internet

Introduction. Expanded digitalization widens the gap between the increasing immersion of young people in the digital space and their ability to identify, manage and resist the destructive potential of the information flow of the Internet environment. Increasing threats to personal security and improved technologies for manipulating public opinion and consciousness makes developed critical thinking skills and increased resistance to manipulative and destructive online content particularly relevant for the young generation The paper aims to determine the potential of an educational game in developing critical thinking skills among students in relation to manipulations on the Internet. Materials and methods. 147 students of Tomsk State University (Russian Federation) took part in the pilot study. Research methods were: 1) a questionnaire for self-assessment of the ability to identify manipulative techniques and assess the impact of information on own psycho-emotional state; 2) a test task for forming skills in recognizing manipulative techniques. Statistical data was processed using the Mann Whitney U test and the Wilcoxon t-test. Research results. A pilot experimental study revealed the following: 1) respondents tend to overestimate their ability to determine the manipulative potential of Internet content, as well as their ability to resist it and realize its impact on their psycho-emotional state; 2) after the game, the experimental group demonstrates increased skills in identifying all the five manipulation techniques (the number of respondents able to recognize a conspiracy theory increased by 6.8 times, emotional speech by 1.4 times; scapegoating by 7.6 times; attacking by 1.3 times, and a false dichotomy by 10.7 times); 3) in recognizing three manipulation techniques, the experimental and control groups show significant differences (p <0.001). After the game, the participants demonstrate the skills of accurately recognizing conspiracy theory, scapegoating, and false dichotomy. Conclusion. The suggested gaming practice has a high potential for developing critical thinking skills in relation to manipulation techniques on the Internet (in the context of digital interaction and information impact).