(Why) Is Misinformation a Problem?

Abstract

In the last decade there has been a proliferation of research on misinformation. One important aspect of this work that receives less attention than it should is exactly why misinformation is a problem. To adequately address this question, we must first look to its speculated causes and effects. We examined different disciplines (computer science, economics, history, information science, journalism, law, media, politics, philosophy, psychology, sociology) that investigate misinformation. The consensus view points to advancements in information technology (e.g., the Internet, social media) as a main cause of the proliferation and increasing impact of misinformation, with a variety of illustrations of the effects. We critically analyzed both issues. As to the effects, misbehaviors are not yet reliably demonstrated empirically to be the outcome of misinformation; correlation as causation may have a hand in that perception. As to the cause, advancements in information technologies enable, as well as reveal, multitudes of interactions that represent significant deviations from ground truths through people’s new way of knowing (intersubjectivity). This, we argue, is illusionary when understood in light of historical epistemology. Both doubts we raise are used to consider the cost to established norms of liberal democracy that come from efforts to target the problem of misinformation.

Evaluating Video Games as Tools for Education on Fake News and Misinformation

“…In recent years, the number of games that address fake news and media literacy has grown, which aligns with the observations made by Adams et al [1] and Shehata [2], who highlight a global concern. Game developers respond to these preoccupations by creating experiences that promote critical awareness.…”

“…Access to credible information is crucial for achieving equal opportunities in our society. The proliferation of fake news in media and on social media has been the subject of concern in recent years [1,2]. Such news represents false information presented as truth, disseminated through the media, particularly online, with the intention to deceive and manipulate the public opinion [3,4].…”

“…Teachers have traditionally instructed students on journalism concepts, news-writing, and the differences between news genres [18]. School curriculums typically include some notions about news, but within a limited context, and most documented classroom interventions are the consequence of a personal commitment by teachers [1]. However, it is insufficient to seek formulas for incorporating media literacy into a curriculum already laden with academic knowledge; it is necessary to create new spaces for reflection on and well-founded analyses of misinformation [16].…”

“…The purpose of this research is to contribute to filling this research gap by conducting a quantitative analysis of a pool of media literacy video games while adopting a broad and multifaceted understanding of media literacy. This will (1) provide an overview of which media literacy competencies and learning outcomes are covered by existing media literacy video games in relation to a curriculum of reference, (2) generate insights into the strategies used to promote these competencies through game design, and (3) understand how certain characteristics of these video games may influence their implementation as pedagogical tools in educational settings such as schools. Additionally, we provide a set of detailed practical examples of how content and design in video games may contribute to delivering learning experiences.…”

A novel approach to fake news classification using LSTM-based deep learning models

“…In the digital age, misinformation has become a pervasive and insidious problem that affects various aspects of society, from politics to public health (Adams et al, 2023 ). Misinformation refers to any false, inaccurate, or misleading information, regardless of the intention behind its dissemination (Ecker et al, 2022 ).…”