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Improving news veracity discernment with inductive learning and gamification: New insights from receiver operating characteristic analysis

Improving news veracity discernment with inductive learning and gamification: New insights from receiver operating characteristic analysis
Improving news veracity discernment with inductive learning and gamification: New insights from receiver operating characteristic analysis
Failure to tell apart true and false news can have devastating consequences. Therefore, in this thesis, I present three papers completed in collaboration with my supervisors that, taken together, investigated how people discriminate between true and false news, and what can be done to improve this discrimination. In Paper 1, I scrutinised the effectiveness of two popular misinformation interventions: Bad News and Go Viral!. Specifically, I used receiver operating characteristic analysis to reanalyse data from five papers (k = 13; n = 17,867). In contrast to what was reported in these papers, Bad News and Go Viral! did not improve true and false news discrimination, but rather elicited conservative responding (i.e., a tendency to rate all news as false). In Paper 2, I examined what decision strategies people use to discriminate between true and false news. Accordingly, in a preregistered study (N = 327), participants rated the veracity of news headlines and indicated what decision strategy they used to make each rating. Participants discriminated between true and false news well despite choosing guess and intuition 63% of the time and only choosing rule and prior knowledge 21% of the time. Since true and false news discrimination may predominantly be a tacit (rather than explicit) process, I reasoned that providing explicit guidance to improve it (a key feature of Bad News and Go Viral!) might have limited success. Therefore, in Paper 3, I created an inductive learning intervention that involves observing true and false news headlines and classifying them as either true or false with immediate feedback (but no explicit guidance). Overall, across three preregistered experiments (N = 1,135), the intervention improved true and false news discrimination.
University of Southampton
Modirrousta-Galian, Ariana
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Modirrousta-Galian, Ariana
5b7bbe48-7221-47e6-bc12-7c8940eb3247
Higham, Philip
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Seabrooke, Tina
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Modirrousta-Galian, Ariana (2025) Improving news veracity discernment with inductive learning and gamification: New insights from receiver operating characteristic analysis. University of Southampton, Doctoral Thesis, 259pp.

Record type: Thesis (Doctoral)

Abstract

Failure to tell apart true and false news can have devastating consequences. Therefore, in this thesis, I present three papers completed in collaboration with my supervisors that, taken together, investigated how people discriminate between true and false news, and what can be done to improve this discrimination. In Paper 1, I scrutinised the effectiveness of two popular misinformation interventions: Bad News and Go Viral!. Specifically, I used receiver operating characteristic analysis to reanalyse data from five papers (k = 13; n = 17,867). In contrast to what was reported in these papers, Bad News and Go Viral! did not improve true and false news discrimination, but rather elicited conservative responding (i.e., a tendency to rate all news as false). In Paper 2, I examined what decision strategies people use to discriminate between true and false news. Accordingly, in a preregistered study (N = 327), participants rated the veracity of news headlines and indicated what decision strategy they used to make each rating. Participants discriminated between true and false news well despite choosing guess and intuition 63% of the time and only choosing rule and prior knowledge 21% of the time. Since true and false news discrimination may predominantly be a tacit (rather than explicit) process, I reasoned that providing explicit guidance to improve it (a key feature of Bad News and Go Viral!) might have limited success. Therefore, in Paper 3, I created an inductive learning intervention that involves observing true and false news headlines and classifying them as either true or false with immediate feedback (but no explicit guidance). Overall, across three preregistered experiments (N = 1,135), the intervention improved true and false news discrimination.

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Published date: February 2025

Identifiers

Local EPrints ID: 498027
URI: http://eprints.soton.ac.uk/id/eprint/498027
PURE UUID: 74923506-8b0e-454c-9bf9-69f5a5154e42
ORCID for Ariana Modirrousta-Galian: ORCID iD orcid.org/0000-0003-2925-2976
ORCID for Philip Higham: ORCID iD orcid.org/0000-0001-6087-7224
ORCID for Tina Seabrooke: ORCID iD orcid.org/0000-0002-4119-8389

Catalogue record

Date deposited: 06 Feb 2025 17:33
Last modified: 03 Jul 2025 02:29

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Contributors

Author: Ariana Modirrousta-Galian ORCID iD
Thesis advisor: Philip Higham ORCID iD
Thesis advisor: Tina Seabrooke ORCID iD

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