建立抵御网络错误信息的能力：教师主导的培训，促进初中学生的评价策略

IF 9 1区心理学 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in Human Behavior Pub Date : 2024-12-31 DOI:10.1016/j.chb.2024.108548

Philipp L. Marten, Marc Stadtler

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引用次数: 0

摘要

在一个以网上广泛传播错误信息为特征的世界里，个人在早期阶段获得评估策略，以便就信任什么和信任谁做出明智的决定，这一点至关重要。本研究利用一手和二手评价策略的双向模型，对教师主导的七、八年级学生策略培训的有效性进行了评估（n = 366）。在四节90分钟的课程中，培训促进了来源和验证策略，还包括旨在促进验证以评估潜在深度伪造视频的新颖练习。训练有素的参与者与积极的对照组进行比较，后者被教导对错误信息的全面理解。三个基于技能和两个基于知识的因变量在三个测量点被评估。结果表明，策略培训参与者在事后测试和后续测试中都优于对照组，这表现在对可信和非可信来源的识别能力增强，以及对误导性在线声明的确证能力。此外，策略训练组在采购和确证方面展示了增强的元策略知识。与假设相反，训练既没有提高证实深度伪造和真实视频的性能，也没有减少利用表面外观评估策略识别深度伪造的元策略知识。研究结果表明，经验丰富的教师可以通过适度的准备工作，有效地实施旨在培养评估策略的学习材料，为学生带来强大的教育效益。总体而言，结果提供了初步证据，表明旨在促进来源和确证的培训可以提高初中生识别可靠信息和可信来源的能力。

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Building resilience against online misinformation: A teacher-led training promoting evaluation strategies among lower secondary students

In a world characterized by widespread dissemination of misinformation online, it is crucial for individuals to acquire evaluation strategies at an early stage to make informed decisions about what and whom to trust. Drawing on the bidirectional model of first- and second-hand evaluation strategies, this study evaluated the effectiveness of a teacher-led strategy training for 7th and 8th grade students (n = 366). The training promoted sourcing and corroboration strategies over four 90-min lessons, also incorporating novel exercises aimed at fostering corroboration for assessing potential deepfake videos. Trained participants were compared to an active control group that was taught a comprehensive understanding of misinformation. Three skill-based and two knowledge-based dependent variables were assessed at three measurement points. Results indicated that strategy training participants outperformed controls at both posttest and follow-up-test in their sourcing ability, demonstrated through increased discernment between credible and non-credible sources, as well as in corroborating misleading online claims. Additionally, the strategy training group demonstrated enhanced metastrategic knowledge about sourcing and corroboration. Contrary to the hypotheses, the training did neither improve performance in corroborating deepfake and genuine videos, nor did it reduce metastrategic knowledge about utilizing superficial appearance evaluation strategies for identifying deepfakes. The findings suggest that experienced teachers can effectively implement learning materials designed to cultivate evaluation strategies with moderate preparation efforts, yielding robust educational benefits for students. Overall, the results provide preliminary evidence that a training designed to promote sourcing and corroboration can enhance lower secondary students’ capacities to identify reliable information and credible sources.

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来源期刊

Computers in Human Behavior Multiple-

CiteScore

19.10

自引率

4.00%

发文量

381

审稿时长

40 days

期刊介绍： Computers in Human Behavior is a scholarly journal that explores the psychological aspects of computer use. It covers original theoretical works, research reports, literature reviews, and software and book reviews. The journal examines both the use of computers in psychology, psychiatry, and related fields, and the psychological impact of computer use on individuals, groups, and society. Articles discuss topics such as professional practice, training, research, human development, learning, cognition, personality, and social interactions. It focuses on human interactions with computers, considering the computer as a medium through which human behaviors are shaped and expressed. Professionals interested in the psychological aspects of computer use will find this journal valuable, even with limited knowledge of computers.