Fake news detection on social media: the predictive role of university students’ critical thinking dispositions and new media literacy

Orhan, Ali

doi:10.1186/s40561-023-00248-8

Cited by 20 publications

(7 citation statements)

References 61 publications

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“…Thirdly, similar to existing research about user fact-checking behavior [43,52], we found that the more users were aware that the news creators used various techniques to depict COVID-19, the more they intended to check other users' opinions [54] of these news creators and use online tools for fact-checking. As most of our respondents were relatively young (aged up to 34 years) and probably used social media actively, it is plausible that they were skilled Information and Communication Technology (ICT) users, understanding how news for social media is produced and disseminated [43].…”

Section: Discussionsupporting

confidence: 80%

“…Recent research provides possible solutions for the above-mentioned challenges by highlighting various literacy-oriented approaches. It recognizes information literacy [49], digital literacy [50][51][52], social media literacy [53], and news literacy [54] as some of the primary measures for tackling misinformation [36,[54][55][56][57][58]. It is relevant to the present study that news literacy equips users with knowledge of news production, consumption, and dissemination and the news environment [54].…”

Section: Introductionmentioning

confidence: 95%

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Social Media Fact-Checking: The Effects of News Literacy and News Trust on the Intent to Verify Health-Related Information

Kožuh,

Čakš

2023

Healthcare

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The recent health crisis and the rapid development of Artificial Intelligence have caused misinformation on social media to flourish by becoming more sophisticated and challenging to detect. This calls upon fact-checking and questions users’ competencies and attitudes when assessing social media news. Our study provides a model of how fact-checking intent is explained by news literacy and news trust to examine how users behave in the misinformation-prone social media environment. Structural equation modeling was used to examine survey data gathered from social media users. The findings revealed that users’ intent to fact-check information in social media news is explained by (1) news literacy, such as the awareness of various techniques used by creators to depict situations about COVID-19; (2) news trust, in terms of the conviction that the news contains all the essential facts; and (3) intent, such as an aim to check information in multiple pieces of news. The presented findings may aid policymakers and practitioners in developing efficient communication strategies for addressing users less prone to fact-checking. Our contribution offers a new understanding of news literacy as a sufficient tool for combating misinformation, which actively equips users with knowledge and an attitude for social media news fact-checking.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 95%

Social Media Fact-Checking: The Effects of News Literacy and News Trust on the Intent to Verify Health-Related Information

Kožuh,

Čakš

2023

Healthcare

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“…Recent research has delved into the transformative potential of social media in enhancing students' critical thinking skills. Orhan [12] conducted a comprehensive study investigating the impact of social media integration into educational settings. Their findings illuminated the positive correlation between active engagement with social media platforms and the development of critical thinking abilities among students.…”

Section: Problem Backgroundmentioning

confidence: 99%

The Use of Social Media to Enhance Critical Thinking in Online Learning Among Higher Education Students

Abd Halim,

Abdul Mutalib,

Mohd Zaid

et al. 2024

Int. J. Interact. Mob. Technol.

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In higher education, fostering critical thinking skills is crucial for students because they are among the most sought-after employability skills. Recognizing the importance of cultivating critical thinking skills among online learners, educators are exploring innovative strategies to harness the power of social media platforms to enhance students’ critical thinking abilities. Therefore, this study investigates these issues using survey methods on final-year undergraduate students from two public universities. A total of 128 students who had experiences in learning online during the pandemic have been randomly chosen. The survey includes two constructs related to social media and critical thinking during online learning. The findings show that majority students agree with the utilization of social media for their online classes. They also agree that social media can serve as a platform to discuss and collaborate for postclass sessions. Furthermore, the regression analysis illustrates demographic factors such as gender, age, and university program that significantly predicted the perception of social media for teaching and learning. However, these factors were not found to be significant predictors of the activities applied in social media to enhance students’ critical thinking. Therefore, this study conclusively demonstrates that students’ critical thinking can be elevated through the integration of social media into online learning. However, it is imperative that learning activities are meticulously designed to ensure the effectiveness of the learning process.

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“…Although social networking sites were initially created to facilitate interpersonal communication and social interactions between users, these platforms have also become one of the main facilitators of misinformation 1 – 4 . Unfortunately, as countless studies and reports have documented, misinformation can have dire consequences for the political and social wellbeing of societies around the globe 5 – 8 .…”

Section: Introductionmentioning

confidence: 99%

The persuasive effects of social cues and source effects on misinformation susceptibility

Traberg,

Harjani,

Roozenbeek

et al. 2024

Sci Rep

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Although misinformation exposure takes place within a social context, significant conclusions have been drawn about misinformation susceptibility through studies that largely examine judgements in a social vacuum. Bridging the gap between social influence research and the cognitive science of misinformation, we examine the mechanisms through which social context impacts misinformation susceptibility across 5 experiments (N = 20,477). We find that social cues only impact individual judgements when they influence perceptions of wider social consensus, and that source similarity only biases news consumers when the source is high in credibility. Specifically, high and low engagement cues (‘likes’) reduced misinformation susceptibility relative to a control, and endorsement cues increased susceptibility, but discrediting cues had no impact. Furthermore, political ingroup sources increased susceptibility if the source was high in credibility, but political outgroup sources had no effect relative to a control. This work highlights the importance of studying cognitive processes within a social context, as judgements of (mis)information change when embedded in the social world. These findings further underscore the need for multifaceted interventions that take account of the social context in which false information is processed to effectively mitigate the impact of misinformation on the public.

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Fake news detection on social media: the predictive role of university students’ critical thinking dispositions and new media literacy

Cited by 20 publications

References 61 publications

Social Media Fact-Checking: The Effects of News Literacy and News Trust on the Intent to Verify Health-Related Information

Social Media Fact-Checking: The Effects of News Literacy and News Trust on the Intent to Verify Health-Related Information

The Use of Social Media to Enhance Critical Thinking in Online Learning Among Higher Education Students

The persuasive effects of social cues and source effects on misinformation susceptibility

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