A comparative study of teaching methods to enhance fake news literacy skills

dc.contributor.advisorWarat Karuchitth
dc.contributor.authorThawatchai Doungthaith
dc.date.accessioned2023-12-12T07:16:13Z
dc.date.available2023-12-12T07:16:13Z
dc.date.issued2024th
dc.date.issuedBE2567th
dc.description.abstractThis research aims to 1) study the knowledge about fake news in foreign countries and Thailand, 2) study and compare the effectiveness of different teaching methods on fake news literacy of the urban and rural youth, and 3) develop a training curriculum and manual on fake news literacy for a sample group of the urban and rural youth, including knowledge about fake news from foreign countries and Thailand between 2017-2021. The results on knowledge about fake news include: 1) history, 2) definitions, 3) types, 4) factors influencing belief in fake news, 5) methods of verification, 6) impact, 7) the role of social institutions in solving the problem, 8) case studies, and 9) laws and regulations related to fake news. The study found statistically significant differences in the scores before and after training using the methods of game-based, lecture-based, discussion-based, and mixed-methods teaching for the urban and rural youth at a .05 level. Lecture-based training resulted in the highest increase in scores for the urban youth, and mixed-method training resulted in the highest increase in scores for the rural youth. Furthermore, the mixed-method training resulted in the highest increase in scores for both groups of youth. The developed training curriculum on fake news literacy and the manual consist of 6 learning units: 1) definitions of fake news, 2) characteristics of fake news, 3) factors influencing receivers’ susceptibility to fake news, 4) methods of verifying fake news, 5) impact of fake news, and 6) laws and regulations related to fake news. The researchers developed the findings into a KAD model, comprising Knowledge, Activity, and Discussion, for effective fake news literacy training. It is recommended that all stakeholders should provide fake news literacy education to the public, and establish additional fact-checking centers. Digital media should also be socially responsible, and the government should have the authority to manage digital platforms related to fake news. Further research should explore different teaching formats, regions, and age groups, as well as conduct multiple evaluations. Additionally, a comparative study between online and offline teaching methods should be conducted.th
dc.format.mimetypeapplication/pdfth
dc.identifier.urihttps://repository.nida.ac.th/handle/662723737/6718th
dc.language.isoength
dc.publisherNational Institute of Development Administrationth
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.th
dc.subjectFake News Literacyen
dc.subjectFake Newsen
dc.subjectTeaching Methodsen
dc.titleA comparative study of teaching methods to enhance fake news literacy skillsth
dc.title.alternativeการศึกษาเปรียบเทียบวิธีการสอนเพื่อส่งเสริมทักษะความรู้เท่าทันข่าวปลอมth
dc.typetext--thesis--doctoral thesisth
mods.genreDissertationth
mods.physicalLocationNational Institute of Development Administration. Library and Information Centerth
thesis.degree.grantorNational Institute of Development Administrationth
thesis.degree.levelDoctoralth
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