Kiili Carita, Bråten Ivar, Strømsø Helge I, Hagerman Michelle Schira, Räikkönen Eija, Jyrkiäinen Anne
Faculty of Education and Culture, Tampere University, P.O. Box 700, 33014 Tampere, Finland.
Department of Education, University of Oslo, P.O. Box 1092 Blindern, 0137 Oslo, Norway.
Educ Inf Technol (Dordr). 2022;27(6):7421-7450. doi: 10.1007/s10639-022-10907-x. Epub 2022 Feb 10.
Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online evaluation tasks. This study extended current knowledge by examining students' abilities to justify the credibility of online texts from different perspectives, thus providing a more nuanced understanding of students' credibility evaluation ability. We examined how upper secondary school students (N = 73; aged 16 to 17) evaluated author expertise, author intention, the publication venue, and the quality of evidence when reading four texts about the effects of sugar consumption in a web-based environment. Additionally, we examined how students' prior topic knowledge, Internet-specific justification beliefs, and time on task were associated with their credibility justifications. Students evaluated author expertise, author intention, the venue, and the quality of evidence for each text on a six-point scale and provided written justifications for their evaluations. While students' credibility evaluations were quite accurate, their credibility justifications lacked sophistication. Inter-individual differences were considerable, however. Regression analysis revealed that time on task was a statistically significant unique predictor of students' credibility justifications. Instructional implications are discussed.
研究表明，学生在评估网络文本可信度的能力方面存在差异，总体而言，许多学生在网络评估任务中表现不佳。本研究通过考察学生从不同角度论证网络文本可信度的能力，扩展了现有知识，从而对学生的可信度评估能力有了更细致入微的理解。我们研究了高中生（N = 73；年龄在16至17岁之间）在基于网络的环境中阅读四篇关于糖消费影响的文本时，是如何评估作者专业知识、作者意图、出版场所和证据质量的。此外，我们还研究了学生先前的主题知识、特定于互联网的论证信念以及任务完成时间与他们的可信度论证之间的关联。学生们用六点量表对每篇文本的作者专业知识、作者意图、场所和证据质量进行评估，并为他们的评估提供书面论证。虽然学生的可信度评估相当准确，但他们的可信度论证缺乏深度。然而，个体差异相当大。回归分析表明，任务完成时间是学生可信度论证的一个具有统计学意义的独特预测因素。文中讨论了教学启示。
