Developing Misinformation Immunity: How to Reason-Check Fallacious News in a Human–Computer Interaction Environment

Musi, Elena; Carmi, Elinor; Reed, Chris; Yates, Simeon; O’Halloran, Kay

doi:10.1177/20563051221150407

Cited by 11 publications

(4 citation statements)

References 62 publications

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“…Fallacy theory derives from logic theory and relates to arguments that seem correct but are not (Musi & Reed, 2022), thereby misleading. Musi et al (2023) adopted the Fallacy theory to counter the fake news phenomenon using immunity chatbots. Likewise, Musi & Reed (2022), through the lens of this theory, address misinformation issues by providing a systematic approach for classifying and analyzing different types.…”

Section: Resultsmentioning

confidence: 99%

An Investigation of the Use of Theories in Misinformation Studies

Ogbadu‐Oladapo,

Chung,

et al. 2023

Proceedings of the Association for Information Science and Tech

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This paper examines social science and humanity theories that have been applied to studies dealing with misinformation. We identified 273 articles published from 2012 to 2023 from Web of Science, Scopus, and ScienceDirect. These articles are empirical studies that have applied one or more social science or humanity theories. Applying content analysis approach, we identified 124 theories that authors have used in their studies. These theories belong to different disciplines or fields, such as political science, psychology, communication, sociology, and economics. We discuss the top 11 theories and how they have been used to understand misinformation and its impacts. This study provides insights into understanding current misinformation studies and rich resources for information evaluation and information literacy education.

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Section: Resultsmentioning

confidence: 99%

An Investigation of the Use of Theories in Misinformation Studies

Ogbadu‐Oladapo,

Chung,

et al. 2023

Proceedings of the Association for Information Science and Tech

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“…Some studies indicate a positive influence, while others suggest limitations or context-dependent effects. It can be said that particularly in educational, professional, and informational contexts (8,22). Critical thinking, a crucial skill involving the objective analysis and evaluation of an issue to form a judgment, can be significantly impacted by the use of chatbots.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, one concluded that ChatGPT can potentially enhance academic processes, which may include aspects of critical thinking (5). Musi (2023) presents chatbots designed to inoculate against misinformation, which could indirectly enhance critical thinking skills (22). Haspari & Wu (2022) believe how AI chatbots can foster critical thinking in the context of language learning (23).…”

Section: Critical Thinkingmentioning

confidence: 99%

The Effect of Chatbots and AI on The Self-Efficacy, Self-Esteem, Problem-Solving and Critical Thinking of Students

Parsakia

2023

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This article delves into the multifaceted impacts of chatbots and AI in educational settings. It explores how these technologies, increasingly integrated into learning environments, influence key psychological aspects and cognitive skills among students. The review highlights the potential of chatbots in enhancing academic processes, offering personalized learning experiences, and serving as bridges to educational resources. However, it also raises concerns about the ethical use of such technologies. Focusing on psychological aspects, the article reviews literature suggesting that frequent and satisfying interactions with chatbots can enhance students' self-efficacy and engagement. Studies indicate that chatbots might improve self-efficacy in experimental settings and have indirect effects on health-related self-efficacy. In terms of self-esteem and self-confidence, the research presents mixed findings. While chatbots can positively affect body image and self-esteem among certain demographics, over-reliance on these technologies for social interaction or validation might negatively impact real human connections and individual confidence. The article also examines the impact of chatbots on problem-solving skills. Some studies suggest that AI chatbots can enhance problem-solving abilities, especially when integrated into educational systems. However, there is a risk that reliance on chatbots could limit users' exploration of alternative problem-solving strategies. Critical thinking is another area reviewed, with studies presenting diverse results. While some research indicates a positive influence of chatbots on critical thinking, others suggest limitations or context-dependent effects. The article concludes that while AI and chatbots offer transformative potential for enhancing student learning and engagement, their impact is complex and multifaceted. Future advancements in chatbot technology should aim to enhance their positive impact on users' psychological well-being and cognitive development, balancing the need for independent thinking and adaptability to complex problems.

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“…In England and Norway, while digital technologies are recognised as important tools, they are not given the same level of emphasis. Familiarity with navigating digital technologies is important given the rapid changes in societal requirements; it is essential for students to cultivate their thinking and reasoning skills to effectively handle instances of misinformation and meet the demands of the future workforce (Goodsett, 2020; Musi et al., 2023).…”

Section: Introductionmentioning

confidence: 99%

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

Johnston,

McGrane,

Vendrell‐Morancho

et al. 2023

Review of Education

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Critical thinking is an essential skill for life‐long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years Programme (MYP), which explicitly emphasises critical thinking development in its curriculum and has been shown to facilitate classroom strategies to develop critical thinking, versus students enrolled in the national curricula in Australia, England and Norway. The study comprised 870 students across the MYP (n = 386) and non‐MYP (n = 484) curricula in Grades 9 and 10 across 21 schools. Data were remotely collected on their critical thinking skills, and several other relevant cognitive, non‐cognitive and background characteristics. A propensity score matching approach was used to match the MYP and non‐MYP groups on these characteristics and their critical thinking skills were compared using weighted regression. Findings showed that, overall, MYP students possessed higher levels of critical thinking skills than their non‐MYP peers with a moderate effect size (β = 0.38). This advantage also held at both grade levels and across Australian and English students, with no difference for Norwegian students. Thus, the MYP appears to be a promising exemplar for enhancing critical thinking among secondary‐aged students, although context needs to be considered. Based on these findings, recommendations of specific instructional strategies are offered, as well as future research to inform criticalthinking pedagogy.

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Developing Misinformation Immunity: How to Reason-Check Fallacious News in a Human–Computer Interaction Environment

Cited by 11 publications

References 62 publications

An Investigation of the Use of Theories in Misinformation Studies

An Investigation of the Use of Theories in Misinformation Studies

The Effect of Chatbots and AI on The Self-Efficacy, Self-Esteem, Problem-Solving and Critical Thinking of Students

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

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