An inductive learning intervention to improve news veracity discernment

Abstract

Across three preregistered experiments (total N = 1,135), we tested whether an inductive learning (IL) intervention improved participants’ news veracity discernment (i.e., ability to distinguish between true and false news). IL involves learning categories by observing or classifying exemplars. Therefore, in this research, IL involved observing true and false news headlines and classifying them as either “true” or “false”, with immediate feedback on accuracy. In Experiment 1 (N = 214), the IL intervention significantly improved participants’ news veracity discernment compared to control, but the Bayesian evidence was only anecdotal. In Experiment 2 (N = 483), we incorporated game-design elements into the IL intervention, including performance-contingent badges. Unexpectedly, the effect of the IL intervention decreased. We reasoned that, because the IL intervention involved easy-to-hard classification training, the provision of performance-contingent badges inadvertently made participants more aware of their declining performance. This awareness may have undermined their motivation to learn as the training progressed. Therefore, in Experiment 3 (N = 438), we implemented hard-to-easy classification training instead, and the IL intervention significantly improved participants’ news veracity discernment, now with strong Bayesian evidence.

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Identifiers

ORCID for Ariana Modirrousta-Galian: orcid.org/0000-0003-2925-2976

ORCID for Tina Seabrooke: orcid.org/0000-0002-4119-8389

ORCID for Yaniv M Hanoch: orcid.org/0000-0001-9453-4588

ORCID for Nicholas Kelley: orcid.org/0000-0003-2256-0597

ORCID for Philip Higham: orcid.org/0000-0001-6087-7224

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