An Evaluation of a Microlearning Intervention to Limit COVID-19 Online Misinformation

Veletsianos, George; Houlden, Shandell; Hodson, Jaigris; Thompson, Christiani P.; Reid, Darren

doi:10.1007/s41686-022-00067-z

Cited by 6 publications

(3 citation statements)

References 38 publications

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“…Evaluation is an activity of collecting, analyzing, and presenting important data and information which is being considered for better decisions with relevant indicators such as readiness of the teachers and organizing team, and completeness of infrastructure or facilities. Evaluation of tutorial programs to assess quality assurance in the implementation of the Distance Learning Program Unit provides open opportunities for students to be involved in evaluating the tutorial process itself on a regular and continuous basis at each tutorial stage using the "Tutor Evaluation Questionnaire" instrument (Azar et al, 2021;Sahling & De Carvalho, 2021;Poole, 2020;Veletsianos et al, 2022).…”

Section: The Standardization Of Innovative Education In the Covid-19 Eramentioning

confidence: 99%

Education Services for Students during the Covid-19 Pandemic

Prastyanti¹,

Adi²,

Sulaiman³

et al. 2022

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The Corona Virus Disease 19 currently has disrupted all aspects of life, including education. The teachers and students have to adapt to the studying and learning process and how to serve students. This phenomenon is important and interesting to study. The research uses a qualitative case study method with data collection through observation, dialogical interviews, Focus Group Discussion, Participatory Decision Making, and documentation analysis. Informants are teachers represented from the fifth-grade elementary schools, both urban and rural areas, besides the principals, educational leaders, and practitioners in the District of Banyumas, the Province of Middle Java, Indonesia. The research analysis uses interactive analysis starting from data collection, data reduction, verification, and triangulation till the conclusion drawing. The results showed that teachers and students in research areas alike experienced technological disruption both in the educational process or services to students during the pandemic as an effect of the changing of studying learning methods from face-to-face to online. Another result found the use of digital media in the process of implementing and evaluating the studying learning process hurts boredom, lack of concentration on the lesson, and humanistic interaction with other students. In contrast, the result also found a positive impact such as interesting and innovative digital applications that can support the educational process during that pandemic. It is necessary to socialize, adapt, adopt innovation and increase competence for teachers and students, especially in the use of digital-based learning media and applications (online) including quality assurance of the education implementation and evaluation process.

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Section: The Standardization Of Innovative Education In the Covid-19 Eramentioning

confidence: 99%

Education Services for Students during the Covid-19 Pandemic

Prastyanti¹,

Adi²,

Sulaiman³

et al. 2022

eqr

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“…We reiterated to participants that researchers have found that social media content spreads faster if it makes someone fearful or angry, and that online misinformation benefits from this effect. Based on previous aspects of this research (Veletsianos et al, 2022a), we recommended some simple steps to recognize content that plays on a person's emotions with the goal of helping people slow down their response to online information and thus slow the spread of misinformation. These steps include encouraging people to pause for a moment, reassess their emotional state, and then decide if it's worth responding.…”

Section: Research Questionsmentioning

confidence: 99%

“…DBR is systematic in its approach and relies on iterative analysis, design, development, implementation, and evaluation (Wang & Hannafin, 2006). This project has resulted in the development of design principles and a theoretical framework for educational interventions into health misinformation (Veletsianos et al, 2022b, Houlden et al, 2022, as well as evaluation of a previous iteration of the intervention (Veletsianos et al, 2022a), with a focus on developing both principles and interventions specific to women in online spaces as part of a larger project on health misinformation education (Houlden et al 2022). In this paper, we report on learning outcomes associated with a short multimedia interactive narrative aimed at educating users about some of the techniques used to spread misinformation, as well as towards empowering users with strategies for identifying and disrupting those techniques so that they avoid inadvertently spreading misinformation further.…”

Section: Introductionmentioning

confidence: 99%

Playing With Your Emotions An Evaluation of Learning about COVID-19 Misinformation Via an Interactive Multimedia Narrative

2022

JAID

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As a result of the COVID-19 pandemic, online misinformation has proliferated, requiring innovative interventions to improve information literacy for the public. In this paper we report on an evaluation of an interactive narrative education intervention developed as part of a design-based research project into microlearning and COVID-19 misinformation. The intervention aimed to enable learners to ( 1) name the role that fear and anger play in the spread of misinformation, and (2) identify a strategy for interrupting the spread of misinformation driven by fear or anger. Using a pre-and post-test design, we surveyed 195 Canadian women to evaluate whether the intervention was effective at achieving its learning outcomes. Results indicate that the intervention was effective in improving understanding about emotionally-driven misinformation, the role of emotions in the circulation of misinformation, and self-efficacy with respect to this type of misinformation. Based on these results, we suggest

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Design Principles for an Educational Intervention Into Online Vaccine Misinformation

et al. 2022

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As part of a design-based research effort into disrupting the spread of COVID-19 misinformation, we have iteratively designed, developed, and evaluated a learning intervention intended for public audiences. In this paper we describe the design principles we created to guide our applied research into education on the topic of online misinformation. The six principles guiding our design are: microlearning; equity; relevance and appeal to learners; interventions that do not inadvertently spread misinformation; effective counter messaging; and engagement on an emotional level. These principles are grounded on equitable design, anti-misinformation design, and emotional design.

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An Evaluation of a Microlearning Intervention to Limit COVID-19 Online Misinformation

Cited by 6 publications

References 38 publications

Education Services for Students during the Covid-19 Pandemic

Education Services for Students during the Covid-19 Pandemic

Playing With Your Emotions An Evaluation of Learning about COVID-19 Misinformation Via an Interactive Multimedia Narrative

Design Principles for an Educational Intervention Into Online Vaccine Misinformation

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