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Students can accurately evaluate online text credibility but struggle to justify their reasoning. Increased time spent on task significantly improved justification sophistication in this study of online text evaluation.

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Area of Science:

  • Educational Psychology
  • Information Science
  • Digital Literacy

Background:

  • Students often struggle to critically evaluate online information.
  • Existing research highlights poor performance in online credibility evaluation tasks.
  • A nuanced understanding of students' justification abilities is needed.

Purpose of the Study:

  • To examine upper secondary students' abilities to justify online text credibility from multiple perspectives.
  • To investigate factors associated with students' credibility justifications, including prior knowledge and beliefs.
  • To provide a more detailed understanding of students' online credibility evaluation skills.

Main Methods:

  • Seventy-three upper secondary students (aged 16-17) evaluated four online texts on sugar consumption.
  • Students assessed author expertise, intention, publication venue, and evidence quality on a six-point scale.
  • Written justifications for credibility evaluations were collected and analyzed, alongside topic knowledge, beliefs, and time on task.

Main Results:

  • Students' credibility evaluations were generally accurate.
  • However, their written justifications for these evaluations lacked sophistication.
  • Time spent on task was a significant predictor of justification quality.

Conclusions:

  • While students can identify credible online sources, they need improved skills in articulating the reasoning behind their judgments.
  • Educational interventions should focus on enhancing students' justification abilities in online environments.
  • Further research is warranted to explore instructional strategies for improving digital literacy and critical evaluation skills.