Systematic Review of Educational Approaches to Misinformation.
Saved in:
| Title: | Systematic Review of Educational Approaches to Misinformation. |
|---|---|
| Authors: | Rau, Martina A. (AUTHOR), Premo, Anna E. (AUTHOR) |
| Source: | Educational Psychology Review. Jun2025, Vol. 37 Issue 2, p1-41. 41p. |
| Abstract: | Misinformation can have severe negative effects on people’s decisions, behaviors, and on society at large. This creates a need to develop and evaluate educational interventions that prepare people to recognize and respond to misinformation. We systematically review 107 articles describing educational interventions across various lines of research. In characterizing existing educational interventions, this review combines a theory-driven approach with a data-driven approach. The theory-driven approach uncovered that educational interventions differ in terms of how they define misinformation and regarding which misinformation characteristics they target. The data-driven approach uncovered that educational interventions have been addressed by research on the misinformation effect, lie detection, information literacy, and fraud trainings, with each line of research yielding different types of interventions. Furthermore, this article reviews evidence about the interventions’ effectiveness. Besides identifying several promising types of interventions, comparisons across different lines of research yield open questions that future research should address to identify ways to increase people's resilience towards misinformation. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 185723208 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Systematic Review of Educational Approaches to Misinformation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rau%2C+Martina+A%2E%22">Rau, Martina A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Premo%2C+Anna+E%2E%22">Premo, Anna E.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Jun2025, Vol. 37 Issue 2, p1-41. 41p. – Name: Abstract Label: Abstract Group: Ab Data: Misinformation can have severe negative effects on people’s decisions, behaviors, and on society at large. This creates a need to develop and evaluate educational interventions that prepare people to recognize and respond to misinformation. We systematically review 107 articles describing educational interventions across various lines of research. In characterizing existing educational interventions, this review combines a theory-driven approach with a data-driven approach. The theory-driven approach uncovered that educational interventions differ in terms of how they define misinformation and regarding which misinformation characteristics they target. The data-driven approach uncovered that educational interventions have been addressed by research on the misinformation effect, lie detection, information literacy, and fraud trainings, with each line of research yielding different types of interventions. Furthermore, this article reviews evidence about the interventions’ effectiveness. Besides identifying several promising types of interventions, comparisons across different lines of research yield open questions that future research should address to identify ways to increase people's resilience towards misinformation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=185723208 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10648-025-10012-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 41 StartPage: 1 Titles: – TitleFull: Systematic Review of Educational Approaches to Misinformation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rau, Martina A. – PersonEntity: Name: NameFull: Premo, Anna E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1040726X Numbering: – Type: volume Value: 37 – Type: issue Value: 2 Titles: – TitleFull: Educational Psychology Review Type: main |
| ResultId | 1 |
