Societal crises, such as the COVID-19 pandemic, produce societal instability and create a fertile ground for radicalization. Extremists exploit such crises by distributing disinformation to amplify uncertainty and distrust among the public. Based on these developments, this study presents a longitudinal analysis of far-right communication on fringe platforms, demonstrating radicalization dynamics. Public Telegram communication of three movements active in Germany (QAnon, Identitarian Movement, Querdenken) was analyzed through a quantitative content analysis of 4500 messages posted to nine channels between March 2020 and February 2021. We study the movements' discourse using several indicators of radicalization dynamics. The increasing prevalence of conspiracy narratives, anti-elitism, political activism, and support for violence indicate radicalization dynamics in these movements’ online communication. However, these dynamics varied within the movements. It can be concluded that, when studying radicalization dynamics online, it is crucial to not just focus on one single indicator, but consider longitudinal changes across several indicators, ideally comparing different movements.
Because educational games increasingly find their way into the classroom, we aim at outlining potentials but also limitations of game-based learning. First, we compile widely acknowledged benefits, like the ability of learning games to engage and meet the learner's situation. Moreover, we argue that the reduced use of games for learning in higher education does not seem warranted. We propose a three-dimensional framework that highlights the potential of adaptive gamebased learning to catalyse the learning process by addressing cognitive, emotional and social factors of the learner and characteristics of the respective learning environment. We emphasise mandatory considerations like the inability of 'serious games' to replace but complement and enhance traditional educational approaches as well as the misunderstanding that the current generation has a 'native' understanding of technology. With adequate resources, theoretical frameworks, interdisciplinary competencies and clear goals, one can realise effective game-based learning that meets the requirements of modern education.
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