Designing for fake news literacy training: A problem-based undergraduate online-course

Scheibenzuber, Christian; Hofer, Sarah; Nistor, Nicolae

doi:10.1016/j.chb.2021.106796

Cited by 57 publications

(62 citation statements)

References 91 publications

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“…When developing the ideas, students gather any information, evidence, and claims from the internet. It requires proper media literacy and critical thinking skills (reasoning, analytical, and evaluating) as the effects of fake news have become a major issue (Scheibenzuber et al, 2021). During that stage of PBL, students learn how to navigate the Internet wisely, as well as how to distinguish between trustworthy and untrustworthy sites (Bell, 2010).…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs

Haniah

Ngadiso

Setyaningsih

2021

ijeltal

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Project-based Learning is still being a prominent method to be investigated. As the rapid advancement of technology has resulted in a more user-friendly virtual learning environment, this study aimed to investigate the implementation of Online PBL in teaching 4Cs. A total of 33 fifth-semester students, 22 females & 11 males, of a public university in Central Java were involved in this study. Observation and Likert-scale questionnaires were employed in collecting the data. By calculating the overall score per item, the data were analyzed using descriptive statistics. The result of this study shows five stages of Online PBL implementation starting from selecting the topic and the purpose, outlining the project, rehearsing the product, presenting the product, and assessing the product. Online PBL helps students to master creativity and innovation skills, communication skills, critical thinking skills, and collaboration skills. Based on the positive responses from students, Online PBL becomes a suggested method for assisting students in acquiring the 4Cs.

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Section: Discussionmentioning

confidence: 99%

Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs

Haniah

Ngadiso

Setyaningsih

2021

ijeltal

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“…Unlike prior fake news interventions using nudges (Chen et al, 2015;Fazio, 2020;Lutzke et al, 2019;Pennycook et al, 2020;Salovich & Rapp, 2021), inoculation techniques (Banas & Miller, 2013;Basol et al, 2020;Bryanov & Vziatysheva, 2021;Cook et al, 2017;Jolley & Douglas, 2017;Maertens et al, 2020;Roozenbeek & van der Linden, 2019;Roozenbeek et al, 2020;Scheibenzuber et al, 2021;Van der Linden et al, 2017;Zerback et al, 2020), or digital competence building (Basol et al, 2020;Banerjee et al, 2017;Guess et al, 2020;Hameleers, 2020;Kahne & Bowyer, 2017;McGrew et al, 2019;Roozenbeek & van der Linden, 2019;Roozenbeek et al, 2020;Scheibenzuber et al, 2021;Van der Linden et al, 2020), the present program addressed why fake news detection is important. It could catalyze recursive psychological processes that keep young adults vigilant to discern fake news and the effect of the intervention can remain over a longer period of time.…”

Section: Discussionmentioning

confidence: 99%

Long-lasting Effects of a Prosocial Counter-Misinformation Intervention in an Informational Autocracy

Orosz

Faragó

Paskuj

et al. 2022

Preprint

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Conservative voters have difficulties distinguishing fake from real news. In Hungarian representative data (N = 991) we found voters of the reigning populist, conservative party rated misinformation more accurate than real ones independently from the news’ political leaning and content. The question arises: what can psychological science do to make government supporters more motivated and capable in the long run to identify misinformation in this cultural, political, and historical context? Designing scalable misinformation-reducing interventions that have a sustainable effect in the long term is a challenge researchers are struggling to surmount. The present work demonstrates a social psychological randomized controlled trial intervention in which young adults (N = 473) were placed in an expert role and were requested to write a letter to digitally less competent relatives explaining six strategies that can help them to discern misinformation. Compared to the active control group, there was an immediate (d = 0.27) and four weeks later a general long-term effect (d = 0.30) on distinguishing fake news from real ones. This long-term effect was especially salient among participants who support the conservative populist government (d = 0.48). The present work is among the first providing comprehensive quantitative analysis on the gravity of the misinformation problem in an Eastern European country with a pioneering intervention attempt that can be appropriate to a context where misinformation appears regularly in the mainstream media.

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“…To attempt to combat the impact of deceptive content, a number of educational initiatives related to "news literacy" have been conducted to attempt to help the public to identify fake news. Scheibenzuber et al [47] proposed a framework for designing an undergraduate study in fake news literacy, while Bonnet and Rosenbaum [48] proposed a news literacy workshop format. Grace and Hone [49] studied the effectiveness of a game designed to teach fake news literacy, and found that it improved impact as the age of the players increased, up until age 70.…”

Section: Identification and Classification Of Fake Newsmentioning

confidence: 99%

Americans’ Perspectives on Online Media Warning Labels

Straub

Spradling

2022

Behavioral Sciences

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Americans are pervasively exposed to social media, news, and online content. Some of this content is designed to be deliberately deceptive and manipulative. However, it is interspersed amongst other content from friends and family, advertising, and legitimate news. Filtering content violates key societal values of freedom of expression and inquiry. Taking no action, though, leaves users at the mercy of individuals and groups who seek to use both single articles and complex patterns of content to manipulate how Americans consume, act, work, and even think. Warning labels, which do not block content but instead aid the user in making informed consumption decisions, have been proposed as a potential solution to this dilemma. Ideally, they would respect the autonomy of users to determine what media they consume while combating intentional deception and manipulation through its identification to the user. This paper considers the perception of Americans regarding the use of warning labels to alert users to potentially deceptive content. It presents the results of a population representative national study and analysis of perceptions in terms of key demographics.

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Designing for fake news literacy training: A problem-based undergraduate online-course

Cited by 57 publications

References 91 publications

Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs

Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs

Long-lasting Effects of a Prosocial Counter-Misinformation Intervention in an Informational Autocracy

Americans’ Perspectives on Online Media Warning Labels

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