Game Over? Using (Not So) Innovative Interventions to Increase Digital Campaign Competence

Abstract

Data-driven political campaigning strategies often remain a black box for citizens; however, educational interventions provide a means to enhance understanding, conscious evaluations, and skills. In this context, we term this combination digital campaign competence (DCC). We conducted an online pre-registered experiment in Austria ( N = 553) using a 2 × 2 between-subject design to compare intervention formats (reading a voter guide vs. playing a campaign game) and content framing (emphasizing risks vs. benefits of data-driven campaigning) plus a control condition. Results show no significant differences in framing on DCC. However, variations are observed among different formats, with the non-interactive voter guide proving to be the most effective one. Contrary to our expectations, the voter guide emphasizing the risks of data-driven political campaigning enhanced conceptual understanding levels, influenced evaluative perceptions, and aided skill development to detect highly targeted ads. We argue that innovative interventions do not always guarantee success in enhancing competencies.