‘But wait, that isn't real’: A proof-of-concept study evaluating ‘Project Real’, a co-created intervention that helps young people to spot fake news online

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2023-06-29 DOI:10.1111/bjdp.12456

Yvonne Skipper, Daniel Jolley, Joseph Reddington

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Abstract

As misinformation is one of the top risks facing the world today, it is vital to ensure that young people have the confidence and skills to recognize fake news. Therefore, we used co-creation to develop an intervention (called ‘Project Real’) and tested its efficacy in a proof-of-concept study. One hundred and twenty-six pupils aged 11–13 completed questionnaires before and after the intervention that measured confidence and ability to recognize fake news and the number of checks they would make before sharing news. Twenty-seven pupils and three teachers participated in follow-up discussions to evaluate Project Real. Quantitative data indicated that Project Real increased participants' confidence in recognizing fake news and the number of checks they intended to make before sharing news. However, there was no change in their ability to recognize fake news. Qualitative data indicated that participants felt that they had improved their skills and confidence in recognizing fake news, supporting the quantitative data.

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“等一下，这不是真的”:一项概念验证研究评估了“真实项目”，这是一项帮助年轻人在网上发现假新闻的联合创建的干预措施

由于错误信息是当今世界面临的最大风险之一，确保年轻人有信心和技能识别假新闻至关重要。因此，我们使用共同创造来开发一种干预措施(称为“Project Real”)，并在概念验证研究中测试其有效性。126名11-13岁的学生在干预前后完成了问卷调查，测量了他们的信心和识别假新闻的能力，以及他们在分享新闻之前会检查的次数。27名学生和3名教师参与了评估Real项目的后续讨论。定量数据表明，Real项目提高了参与者识别假新闻的信心，以及他们在分享新闻之前打算进行的检查次数。然而，他们识别假新闻的能力没有变化。定性数据表明，参与者认为他们在识别假新闻方面的技能和信心有所提高，这支持了定量数据。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;