Abstract

The rapid growth of social media and artificial intelligence (AI) has intensified information disorder, highlighting the need for comprehensive Media and Information Literacy (MIL) education. While game-based approaches are increasingly explored in MIL, research has largely focused on student outcomes, with limited attention to teachers’ and facilitators’ experiences of implementing non-digital experiential learning interventions, despite the critical role of facilitation and reflection helping learners navigate information environments. This study adopts a qualitative exploratory design to explore teachers’ and facilitators’ perspectives on a board game-based experiential learning intervention for MIL in Malaysian educational settings. Grounded in Kolb’s Experiential Learning Theory and social constructivist principles, the board game was designed to simulate real-world media dynamics, such as information circulation, audience influence, and ethical decision-making. Data were collected through four open-ended teacher feedback forms and one face-to-face semi-structured reflective group interview involving eight facilitators, and analysed using thematic analysis. Four themes emerged: (1) perceived pedagogical value for supporting learner engagement, critical discussion, and applied understanding of MIL concepts; (2) observed experiential and social learning processes characterised by peer interaction, negotiation, and reflection; and (3) implementation challenges related to facilitation demands, time constraints, and balancing competition with learning objectives and (4) recommendations for enhancing implementation. Findings highlight the importance of teacher facilitation and reflective debriefing in transforming gameplay into meaningful MIL learning experiences and reveal key implementation challenges.

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