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- Axelsson, Carl-Anton Werner, 1981-, et al.
(författare)
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Bad News in the civics classroom : How serious gameplay fosters teenagers’ ability to discern misinformation techniques
- 2024
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Ingår i: Journal of Research on Technology in Education. - : Routledge. - 1539-1523 .- 1945-0818. ; , s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- Although the serious game Bad News has been used to inoculate citizens against misinformation, it has not been formally evaluated in traditional classrooms. We therefore evaluated its impact on 516 upper-secondary Swedish students playing individually, paired, or with the whole class. Results show that students improved their ability to discern manipulation techniques in social media posts. Students with prior positive attitudes to credible news sources were better discerners, and this attitude became significantly more positive post-intervention. Rationales for identifying manipulative techniques increased among those who improved their credibility ratings pre-to post-intervention. Lastly, enjoyment of and interest in the intervention was higher in the whole-class setting. This study offers insights for educators on using serious games in formal teaching to foster media and information literacy.
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| 2. |
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| 3. |
- Axelsson, Carl-Anton Werner, 1981-, et al.
(författare)
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Learning How to Separate Fake From Real News : Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning
- 2021
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Ingår i: Future Internet. - : MDPI. - 1999-5903. ; 13:3
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Tidskriftsartikel (refereegranskat)abstract
- With the rise of misinformation, there is a great need for scalable educational interventions supporting students’ abilities to determine the trustworthiness of digital news. We address this challenge in our study by developing an online intervention tool based on tutorials in civic online reasoning that aims to teach adolescents how to critically assess online information comprising text, videos and images. Our findings from an online intervention with 209 upper secondary students highlight how observational learning and feedback support their ability to read laterally and improve their performance in determining the credibility of digital news and social media posts.
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| 4. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Combatting Visual Fake News with a Professional Fact-Checking Tool in Education in France, Romania, Spain and Sweden
- 2021
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Ingår i: Information. - : MDPI AG. - 2078-2489. ; 12:5
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Tidskriftsartikel (refereegranskat)abstract
- Educational and technical resources are regarded as central in combating disinformation and safeguarding democracy in an era of ‘fake news’. In this study, we investigated whether a professional fact-checking tool could be utilised in curricular activity to make pupils more skilled in determining the credibility of digital news and to inspire them to use digital tools to further their transliteracy and technocognition. In addition, we explored how pupils’ performance and attitudes regarding digital news and tools varied across four countries (France, Romania, Spain, and Sweden). Our findings showed that a two-hour intervention had a statistically significant impact on teenagers’ abilities to determine the credibility of fake images and videos. We also found that the intervention inspired pupils to use digital tools in information credibility assessments. Importantly, the intervention did not make pupils more sceptical of credible news. The impact of the intervention was greater in Romania and Spain than among pupils in Sweden and France. The greater impact in these two countries, we argue, is due to cultural context and the fact that pupils in Romania and Spain learned to focus less on ’gut feelings’, increased their use of digital tools, and had a more positive attitude toward the use of the fact-checking tool than pupils in Sweden and France.
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| 5. |
- Nygren, Thomas, et al.
(författare)
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TPACK and the design of teaching against misinformation in five school subjects
- 2023
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Konferensbidrag (refereegranskat)abstract
- We investigate how teaching in practice can stimulate students to become better at handling digital information critically and constructively, in different contexts.In the form of a design study where professional teachers and researchers together develop and test different arrangements in teaching, we examine thequestion of how varying materials and teaching methods can support students' digital source criticism in five different school subjects, namely, history, civics,art, psychology and biology. Teachers technological pedagogical content knowledge (Mishra & Koehler, 2006) is at the core of the design iterations aimed atinvestigating educational innovative designs with a positive impact in ordinary messy classrooms. The results highlight how TPACK reflections in relation todesign iterations may promote students’ abilities to identify, evaluate and use digital information in critical and constructive ways in different school subjects. Wealso present and discuss what students learn and struggle to learn in the five subject specific settings in light of research highlighting the importance of digitalcivic literacy.
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| 6. |
- Werner Axelsson, Carl-Anton, et al.
(författare)
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The advantage of videos over text to boost adolescents' lateral reading in a digital workshop
- 2024
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Ingår i: Behavior and Information Technology. - UK. - 0144-929X .- 1362-3001. ; , s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- Today, fostering media and information literacy (MIL) among citizens is essential for preserving democracy. The effectiveness of scalable interventions, particularly those employing lateral reading, a fact-checking heuristic, is well recognised. Our digital workshop, designed to model lateral reading from a user's perspective, has proven beneficial in educational settings and has garnered expert endorsement. Addressing recent scholarly calls to understand the underlying mechanisms of successful MIL interventions, our study is anchored in Cognitive Load Theory. We examine how different instructional modalities in our workshop influence engagement with lateral reading and how effectively it is executed. The study separates implicit text feedback and hands-on video instructions, previously combined, in a full-factorial design using a parallel-group RCT. We analysed the responses of 178 upper-secondary students in the online workshop and conducted a detailed video analysis of 30 students participating in a controlled environment at their schools. Our findings reveal that hands-on video instructions notably enhance both the engagement and effectiveness of the lateral reading heuristic. This study underscores the significance of a human-computer interaction perspective in designing more impactful media and information literacy interventions.
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