FAKE NEWS DETECTION BEHAVIOR AMONG GENERATION Z UNIVERSITY STUDENTS IN THE DIGITAL MEDIA ENVIRONMENT

Abstract

The rapid growth of digital media has drastically altered the way that primarily Gen Z students receive information. They primarily retrieve news and maintain contact with others through social media. However, as social media expands, so too does the incidence of fake news on social media platforms, making it increasingly difficult for Gen Z (as well as others) to discern what is real and therefore cannot feel confident in making informed decisions. This study examines how Gen Z college students interact with fake news in digital spaces. This study did not focus on quantitative analysis; instead, it utilized an ethnographic approach, conducting in-depth, semi-structured interviews with a group of heavily engaged with social media. The researchers identified themes reflected in student responses in an attempt to understand how they identify, respond to, and interpret fake news as part of their everyday digital interactions. Findings suggest that the manner in which Gen Z students identify fake news is influenced by factors such as their scrolling habits, whom they feel they can trust, emotional response to information, and platform-specific behaviors. In lieu of fact-checking, the majority of the students that were interviewed relied upon the opinions of peers, gut instinct, and small digital indicators to identify fake news. The gap between student perception and actual ability creates a unique problem. Many students perceive themselves to be digitally savvy, but have difficulty determining whether media is legitimate or not based upon artificial intelligence generated content (e.g., photo editing software). Some of the difficulty for Gen Z youth detecting false news comes from their belief in being capable thinkers; however, how effective they evaluate the credibility of digital content may be affected by sociocultural issues such as digital communication, social networks, and the algorithms used by various online platforms or services. There is a clear need for improved media literacy curriculum, greater digital awareness of digital platforms, and revised policies that support youth in developing stronger analytical skills for determining online credibility.