Skip to main content
SpringerLink
Log in

Harnessing Student Creativity to Design Fake News Literacy Training: An Overview of Twelve Graduate Student Projects

  • Conference paper
  • First Online:
Technology-Enhanced Learning for a Free, Safe, and Sustainable World (EC-TEL 2021)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12884))

Included in the following conference series:

  • 1703 Accesses

Abstract

Fake news is an increasing problem for many areas of the social life, prominently for politics and democracy. Falling for fake news is largely due to deficient cognitive processing of online news, which we address as fake news illiteracy. One of the many ways of combating fake news consists of training media literacy with a focus on online news. Currently, there are few examples of fake news literacy training approaches. Against the background of a brief research overview on the cognitive processing of online news, we aim to generate and propose ideas for approaches to online fake news literacy training. To achieve this, we exploit the expertise and creativity of graduate students of educational sciences who were asked to design and carry out such pilot programs. This study provides an analysis and overview of 12 successfully conducted training programs, focusing on the cognitive processing aspects they address, intervention types, instructional designs, and the use of technologies. We conclude by pointing out productive directions of this development and suggesting corresponding educational technology development.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Allcott, H., Gentzkow, M.: Social media and fake news in the 2016 election. J. Econ. Perspect. 32(2), 211–236 (2017)

    Article  Google Scholar 

  2. Scheibenzuber, C., Hofer, S., Nistor, N.: Designing for fake news literacy training: a problem-based undergraduate online-course. Comput. Hum. Behav. (2021). https://doi.org/10.1016/j.chb.2021.106796

  3. Van der Linden, S., Roozenbeek, J.: Psychological inoculation against fake news. In: Greifender, R., Jaffe, M., Newman, E., Schwarz, N. (Hrsg.) The Psychology of Fake News, pp. 147–169. Routledge (2020)

    Google Scholar 

  4. Lazer, D.M.J., et al.: The science of fake news. Science 359(6380), 1094–1096 (2018). https://doi.org/10.1126/science.aao2998

    Article  Google Scholar 

  5. Potter, W.J.: Media Literacy. Sage (2018)

    Google Scholar 

  6. Jaffé, M.E., Greifeneder, R.: Can that be true or is it just fake news? New perspectives on the negativity bias in judgements of truth. In: Greifeneder, R., Jaffé, M.E., Newman, E.J., Schwarz, N. (eds.) The Psychology of Fake News: Accepting, Sharing, and Correcting Misinformation, pp. 111–126. Routledge (2020)

    Google Scholar 

  7. Pennycook, G., Rand, D.G.: Lazy, not biased: Susceptibility to partisan fake news is better explained by lack of reasoning than by motivated reasoning. Cognition 188, 39–50 (2019). https://doi.org/10.1016/j.cognition.2018.06.011

    Article  Google Scholar 

  8. Schwarz, N., Jalbert, M.: When fake news feels true. In: Greifeneder, R., Jaffé, M.E., Newman, E.J., Schwarz, N. (eds.) The Psychology of Fake News: Accepting, Sharing, and Correcting Misinformation, pp. 71–86. Routledge (2020)

    Google Scholar 

  9. Fazio, L.K., Brashier, N.M., Payne, B.K., Marsh, E.J.: Knowledge does not protect against illusory truth. J. Exp. Psychol. Gen. 144(5), 993–1002 (2015)

    Article  Google Scholar 

  10. Bornstein, R.F.: Exposure and affect: overview and meta-analysis of research, 1968–1987. Psychol. Bull. 106(2), 265–289 (1989)

    Article  Google Scholar 

  11. Nickerson, R.S.: Confirmation bias: a ubiquitous phenomenon in many guises. Rev. Gen. Psychol. 2(2), 175–220 (1998). https://doi.org/10.1037/1089-2680.2.2.175

    Article  Google Scholar 

  12. Festinger, L.: A Theory of Cognitive Dissonance. Stanford University Press (1957)

    Google Scholar 

  13. Haddock, G., Maio, G.: Einstellungen. In: Jonas, K., Stroebe, W., Hewstone, M. (eds.) Sozialpsychologie, 6th edn. Springer (2014)

    Google Scholar 

  14. Pariser, E.: The filter bubble: how the new personalized web is changing what we read and how we think. Penguin (2016)

    Google Scholar 

  15. di Sessa, A.A.: Knowledge in pieces: an evolving framework for understanding knowing and learning. In: Amin, T.G., Levrini, O. (eds.) Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences, pp. 9–16. Routledge (2018)

    Google Scholar 

  16. Cheek, N.N., Blackman, S.F., Pronin, E.: Seeing the subjective as objective: people perceive the taste of those they disagree with as biased and wrong. J. Behav. Decis. Mak. 34(2), 167–182 (2021). https://doi.org/10.1002/bdm.2201

    Article  Google Scholar 

  17. Ross, L., Ward, A.: Naive realism in everyday life: implications for social conflict and misunderstanding. In: Reed, E.S., Turiel, E., Brown, T. (eds.) Values and Knowledge, The Jean Piaget Symposium Series, pp. 103–135. Lawrence Erlbaum Associates (1996)

    Google Scholar 

  18. Nguyen, C.T.: Echo chambers and epistemic bubbles. Episteme 17(2), 141–161 (2020). https://doi.org/10.1017/epi.2018.32

    Article  Google Scholar 

  19. McGuire, W.J., Papageorgis, D.: The relative efficacy of various types of prior belief-defense in producing immunity against persuasion. J. Abnorm. Soc. Psychol. 62(2), 327–337 (1961). https://doi.org/10.1037/h0042026

    Article  Google Scholar 

  20. Roozenbeek, J., van der Linden, S.: Fake news game confers psychological resistance against online misinformation. Palgrave Commun. 5(1) (2019). https://doi.org/10.1057/s41599-019-0279-9

  21. Jones-Jang, S.M., Mortensen, T., Liu, J.: Does media literacy help identification of fake news? Information literacy helps, but other literacies don’t. Am. Behav. Sci. 65(2), 371–388 (2021). https://doi.org/10.1177/0002764219869406

    Article  Google Scholar 

  22. McGrew, S.: Learning to evaluate: an intervention in civic online reasoning. Comput. Educ. 145 (2020). https://doi.org/10.1016/j.compedu.2019.103711

  23. Sinatra, G.M., Pintrich, P.R.: Intentional Conceptual Change. Lawrence Erlbaum (2003)

    Google Scholar 

  24. Kolb, D.: Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall (1984)

    Google Scholar 

  25. Schank, R.C., Fano, A., Bell, B., Menachem, J.: The design of goal-based scenarios. J. Learn. Sci. 3(4), 305–345 (1984)

    Article  Google Scholar 

  26. Plass, J.L., Homer, B.D., Kinzer, C.K.: Foundations of game-based learning. Educ. Psychol. 50(4), 258–283 (2015)

    Article  Google Scholar 

  27. Collins, A., Brown, J., Newman, S.: Cognitive apprenticeship: teaching the craft of reading, writing, and mathematics. In: Resnick, L. (ed.) Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, pp. 453–493. Erlbaum (1989)

    Google Scholar 

  28. van Merriënboer, J.J., Kirschner, P.A.: 4C/ID in the context of instructional design and the learning sciences. In: Fischer, F., Hmelo-Silver, C.E., Goldman, S.R., Reimann, P. (eds.) International Handbook of the Learning Sciences, pp. 169–179. Routledge (2018)

    Google Scholar 

  29. Gulikers, J.T., Bastiaens, T.J., Martens, R.L.: The surplus value of an authentic learning environment. Comput. Hum. Behav. 21(3), 509–521 (2005)

    Article  Google Scholar 

  30. Yaqub, W., Kakhidze, O., Brockman, M.L., Memon, N., Patil, S.: Effects of credibility indicators on social media news sharing intent. In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, CHI 2020, pp. 1–14, April 2020. https://doi.org/10.1145/3313831.3376213

  31. Ciampaglia, G.L., Shiralkar, P., Rocha, L.M., Bollen, J., Menczer, F., et al.: Correction: computational fact checking from knowledge networks. PLOS ONE 10(10) (2015). https://doi.org/10.1371/journal.pone.0141938

  32. Shao, C., Ciampaglia, G.L., Varol, O., Flammini, A., Menczer, F.: The spread of fake news by social bots. arXiv preprint arXiv:1707.07592, 96, 104 (2017)

  33. Heawood, J.: Pseudo-public political speech: democratic implications of the Cambridge Analytica scandal. Inf. Polity 23, 429–434 (2018)

    Article  Google Scholar 

  34. Snowball, J.D., McKenna, S.: Student-generated content: an approach to harnessing the power of diversity in higher education. Teach. High. Educ. 22(5), 604–618 (2017). https://doi.org/10.1080/13562517.2016.1273205

    Article  Google Scholar 

  35. Dorussen, H., Lenz, H., Blavoukos, S.: Assessing the reliability and validity of expert interviews. Eur. Union Polit. 6(3), 315–337 (2005). https://doi.org/10.1177/1465116505054835

    Article  Google Scholar 

  36. Bairaktarova, D.: The new renaissance artificers: harnessing the power of creativity in the engineering classroom. In: Bairaktarova, D., Eodice, M. (eds.) Creative Ways of Knowing in Engineering, pp. 1–22. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-49352-7_1

    Chapter  Google Scholar 

  37. Bogner, A., Littig, B., Menz, W.: Introduction: expert interviews—an introduction to a new methodological debate. In: Interviewing Experts, pp. 1–13. Palgrave Macmillan (2009)

    Google Scholar 

  38. van Dijk, J.A.: Delphi questionnaires versus individual and group interviews: a comparison case. Technol. Forecast. Soc. Chang. 37(3), 293–304 (1990)

    Article  Google Scholar 

  39. Collins, A., Brown, J.S., Holum, A.: Cognitive apprenticeship: making thinking visible. Am. Educ. 15(3), 6–11, 38–46 (1991)

    Google Scholar 

  40. Teyssou, D., et al.: The InVID plug-in: web video verification on the browser. In: Mezaris, V., Nixon, L., Papadopoulos, S., Spangenberg, J. (eds.) Proceedings of the First International Workshop on Multimedia Verification, pp. 23–30. Association for Computing Machinery (2017). https://doi.org/10.1145/3132384.3132387

Download references

Author information

Authors and Affiliations

  1. Faculty of Psychology and Educational Sciences, Ludwig-Maximilians-Universität, Leopoldstr. 13, 80802, München, Germany

    Christian Scheibenzuber, Marvin Fendt & Nicolae Nistor

  2. Richard W. Riley College of Education and Leadership, Walden University, 100 Washington Avenue South, Suite 900, Minneapolis, MN, 55401, USA

    Nicolae Nistor

Authors
  1. Christian Scheibenzuber
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Marvin Fendt
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Nicolae Nistor
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Christian Scheibenzuber .

Editor information

Editors and Affiliations

  1. KU Leuven, Leuven, Belgium

    Tinne De Laet

  2. Open University of the Netherlands, Heerlen, The Netherlands

    Roland Klemke

  3. Universidad Carlos III de Madrid, Leganés, Spain

    Carlos Alario-Hoyos

  4. Pontificia Universidad Católica de Chile, Santiago, Chile

    Isabel Hilliger

  5. Universidad de Valladolid, Valladolid, Spain

    Alejandro Ortega-Arranz

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Scheibenzuber, C., Fendt, M., Nistor, N. (2021). Harnessing Student Creativity to Design Fake News Literacy Training: An Overview of Twelve Graduate Student Projects. In: De Laet, T., Klemke, R., Alario-Hoyos, C., Hilliger, I., Ortega-Arranz, A. (eds) Technology-Enhanced Learning for a Free, Safe, and Sustainable World. EC-TEL 2021. Lecture Notes in Computer Science(), vol 12884. Springer, Cham. https://doi.org/10.1007/978-3-030-86436-1_18

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-86436-1_18

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-86435-4

  • Online ISBN: 978-3-030-86436-1

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation