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Improving university students' web savvy: An intervention study.

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University students improved their online information credibility assessments after receiving targeted lessons. This intervention enhanced critical thinking skills for evaluating digital content trustworthiness.

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civic educationdigital literacyperformance assessment

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Area of Science:

  • Digital Literacy
  • Information Science
  • Educational Psychology

Background:

  • Young people frequently use the internet for social and political information.
  • A significant challenge for this demographic is discerning the credibility of online sources.
  • Developing critical evaluation skills for digital content is essential.

Purpose of the Study:

  • To assess if a curriculum-based intervention can enhance university students' judgment of online information credibility.
  • To pilot a study focusing on improving students' ability to evaluate trustworthiness in digital environments.

Main Methods:

  • A pilot study employed a pretest-posttest, treatment/control experimental design with 67 university students.
  • Participants were randomly assigned to a treatment group (n=29) or control group (n=38).
  • The treatment group received two 75-minute lessons on evaluating online content credibility; assessments were conducted before and after the intervention.

Main Results:

  • Students who received the intervention demonstrated significantly greater improvements in credibility assessment from pretest to posttest compared to the control group.
  • The curricular intervention positively impacted students' ability to evaluate online information.

Conclusions:

  • Teaching flexible heuristics applicable across digital contexts can improve students' evaluation of online sources.
  • Focused educational interventions are effective in enhancing digital literacy and critical online reasoning skills.