DETECTION AND SYSTEMATIZATION OF SIGNS AND MARKERS OF MODIFICATIONS IN MEDIA CONTENT FOR THE DEVELOPMENT OF A METHODOLOGY TO ENHANCING CRITICAL THINKING IN THE ERA OF DEEPFAKES

H. Chemerys
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The problem is the urgent need for a comprehensive methodology that fosters critical thinking skills to combat disinformation and manipulation of artificially reproduced media content, particularly in the context of emerging technologies like deepfakes. The challenge involves assessing existing pedagogical approaches, addressing gaps, and equipping both learners and educators to navigate the complexities of the digital age. Digital transformation, in general, and the spread of artificial intelligence for media generation, in particular, are irreversible processes in the modern world, so the urgent issue, given the challenges of the digital economy and the needs of the digital society, is to find forms, methods, and means of shaping the critical thinking of citizens to counteract manipulation and disinformation by synthetically reproduced media content. It is essential to develop a database with systematically organized materials categorized based on identified markers for the subsequent creation of training materials to solve the outlined issues.\nMaterials and methods. A comprehensive approach was employed, combining general (systemic, instrumental, and functional approaches, dialectical and comparative analysis, synthesis, and systematization for the study of pedagogical, scientific-technical, and methodological literature), specific (observation and analysis of educational practices), and general-logical methods (extrapolation, induction, and deduction for formulating conclusions) in scientific research to solve the tasks set in the study. This allowed for the examination of the current state, evaluation of the practical results of implementing the developed methodology for critical thinking formation, and identification of priority avenues for improving education in the context of the strategy to enhance media literacy and critical thinking among the population and science. The study aimed to determine priority pathways within the framework of the development of methodology of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content and to characterize its potential scientifically. The development of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content requires the following materials analysis: scientific-technical literature (materials offering a scientific understanding of the technical aspects related to media content creation, modification, and reproduction), methodological literature (guides and methodologies focused on developing educational frameworks and strategies to enhance critical thinking in the context of media literacy), synthetically reproduced media content (media content, especially in the context of emerging technologies like deep fake to identify modification markers).\nResults. The study is devoted to analyzing, identifying, and systematizing markers and signals for identifying media manipulation to create a database for the methodology in the form of methodological cards. A comprehensive database with classification is being developed, focusing on methodological interactive cards with 66 curated cases of deepfakes and synthetically reproduced media (in Ukrainian). This initiative aims to provide educators, researchers, and learners with a versatile resource for understanding the challenges posed by manipulated media.\nConclusions. In response to the escalating threat of disinformation and advanced media manipulation, there is a critical need to develop a robust methodology for enhancing critical thinking skills. The study highlights global concerns about false information, mainly through deepfake technology, jeopardizing public trust and enabling psychological manipulation. Future research should consider revising media literacy programs to elevate citizens' critical thinking in the face of evolving digital landscapes and the increasing capabilities of artificial intelligence in generating media content.","PeriodicalId":244674,"journal":{"name":"Physical and Mathematical Education","volume":"168 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Physical and Mathematical Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31110/fmo2024.v39i1-10","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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Abstract

Modernity demonstrates a critical need for pedagogical support and the development of a methodology to enhance critical thinking in the face of escalating misinformation and advanced media manipulation, mainly through deepfake technology. The paper focuses on creating a comprehensive framework for detecting manipulated content and identifying indicators such as pixelization, unnatural expressions, etc. With attention to international and Ukrainian efforts, the work advocates for ongoing research adapted to evolving technologies to improve media literacy programs in combating emerging forms of misinformation. Problem statement. The problem is the urgent need for a comprehensive methodology that fosters critical thinking skills to combat disinformation and manipulation of artificially reproduced media content, particularly in the context of emerging technologies like deepfakes. The challenge involves assessing existing pedagogical approaches, addressing gaps, and equipping both learners and educators to navigate the complexities of the digital age. Digital transformation, in general, and the spread of artificial intelligence for media generation, in particular, are irreversible processes in the modern world, so the urgent issue, given the challenges of the digital economy and the needs of the digital society, is to find forms, methods, and means of shaping the critical thinking of citizens to counteract manipulation and disinformation by synthetically reproduced media content. It is essential to develop a database with systematically organized materials categorized based on identified markers for the subsequent creation of training materials to solve the outlined issues. Materials and methods. A comprehensive approach was employed, combining general (systemic, instrumental, and functional approaches, dialectical and comparative analysis, synthesis, and systematization for the study of pedagogical, scientific-technical, and methodological literature), specific (observation and analysis of educational practices), and general-logical methods (extrapolation, induction, and deduction for formulating conclusions) in scientific research to solve the tasks set in the study. This allowed for the examination of the current state, evaluation of the practical results of implementing the developed methodology for critical thinking formation, and identification of priority avenues for improving education in the context of the strategy to enhance media literacy and critical thinking among the population and science. The study aimed to determine priority pathways within the framework of the development of methodology of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content and to characterize its potential scientifically. The development of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content requires the following materials analysis: scientific-technical literature (materials offering a scientific understanding of the technical aspects related to media content creation, modification, and reproduction), methodological literature (guides and methodologies focused on developing educational frameworks and strategies to enhance critical thinking in the context of media literacy), synthetically reproduced media content (media content, especially in the context of emerging technologies like deep fake to identify modification markers). Results. The study is devoted to analyzing, identifying, and systematizing markers and signals for identifying media manipulation to create a database for the methodology in the form of methodological cards. A comprehensive database with classification is being developed, focusing on methodological interactive cards with 66 curated cases of deepfakes and synthetically reproduced media (in Ukrainian). This initiative aims to provide educators, researchers, and learners with a versatile resource for understanding the challenges posed by manipulated media. Conclusions. In response to the escalating threat of disinformation and advanced media manipulation, there is a critical need to develop a robust methodology for enhancing critical thinking skills. The study highlights global concerns about false information, mainly through deepfake technology, jeopardizing public trust and enabling psychological manipulation. Future research should consider revising media literacy programs to elevate citizens' critical thinking in the face of evolving digital landscapes and the increasing capabilities of artificial intelligence in generating media content.
检测媒体内容修改的迹象和标记并使之系统化,以制定在深度伪造时代加强批判性思维的方法
现代性表明,面对不断升级的错误信息和先进的媒体操纵(主要是通过深度伪造技术),亟需教学支持和方法论的发展来增强批判性思维。本文的重点是创建一个综合框架,用于检测被操纵的内容并识别像素化、不自然表达等指标。这项工作关注国际社会和乌克兰的努力,倡导根据不断发展的技术持续开展研究,以改进媒体扫盲计划,打击新出现的错误信息形式。问题是迫切需要一种培养批判性思维能力的综合方法,以打击虚假信息和操纵人工复制的媒体内容,特别是在深度伪造等新兴技术背景下。这一挑战涉及评估现有的教学方法,弥补差距,使学习者和教育者都能驾驭数字时代的复杂性。总体而言,数字化转型,特别是人工智能在媒体生成方面的普及,是现代世界不可逆转的进程,因此,考虑到数字经济的挑战和数字社会的需求,当务之急是找到塑造公民批判性思维的形式、方法和手段,以抵制合成再现媒体内容的操纵和虚假信息。必须建立一个数据库,根据确定的标记对材料进行系统分类,以便随后编写培训材料,解决概述的问题。采用了综合方法,结合科学研究中的一般方法(系统、工具和功能方法、辩证和比较分析、综合和系统化,用于研究教学、科技和方法文献)、具体方法(观察和分析教育实践)和一般逻辑方法(推断、归纳和演绎,用于得出结论),以解决研究中设定的任务。这样就可以对现状进行检查,对实施所开发的批判性思维培养方法的实际效果进行评估,并确定在提高全民媒体素养和批判性思维以及科学的战略背景下改进教育的优先途径。这项研究旨在确定在发展批判性思维方法和教学支持框架内的优先途径,以抵制虚假信息和操纵人工复制的媒体内容,并科学地描述其潜力。发展批判性思维和教学支持以抵制虚假信息和操纵人工复制的媒体内容,需要对以下材料进行分析:科技文献(对媒体内容创建、修改和复制的相关技术方面提供科学理解的材料)、方法论文献(侧重于制定教育框架和战略的指南和方法,以提高媒体素养背景下的批判性思维)、人工复制的媒体内容(媒体内容,特别是在深度伪造等新兴技术背景下识别修改标记的媒体内容)。本研究致力于分析、确定和系统化识别媒体操纵的标记和信号,以方法论卡片的形式创建方法论数据库。目前正在开发一个带有分类的综合数据库,重点是方法论互动卡,其中包含 66 个经过策划的深度伪造和合成复制媒体案例(乌克兰语)。这一举措旨在为教育工作者、研究人员和学习者提供多功能资源,以了解受操纵媒体带来的挑战。为了应对不断升级的虚假信息和先进的媒体操纵威胁,亟需开发一种强大的方法来提高批判性思维能力。这项研究凸显了全球对虚假信息的担忧,这些虚假信息主要是通过深度伪造技术传播的,危害了公众的信任,使心理操纵成为可能。未来的研究应考虑修订媒体扫盲计划,以提高公民的批判性思维能力,应对不断变化的数字环境和人工智能在生成媒体内容方面日益增强的能力。
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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