Validación de un instrumento para analizar las estrategias cognitivas activadas por jóvenes universitarios ante las Fake News en la era de la Inteligencia Artificial

Jonathan Castañeda Fern´ández; M. Esther Del Moral Pérez; Nerea López-Bouzas

doi:10.30827/relieve.v30i2.29490

Autores

Jonathan Castañeda Fern´ández University of Oviedo https://orcid.org/0000-0003-4934-2979
M. Esther Del Moral Pérez University of Oviedo https://orcid.org/0000-0002-9143-5960
Nerea López-Bouzas University of Oviedo https://orcid.org/0000-0003-0753-0672

DOI:

https://doi.org/10.30827/relieve.v30i2.29490

Palavras-chave:

validação, instrumento, estratégias cognitivas, fake news, inteligência artificial

Resumo

A sociedade atual enfrenta ao desafio e a incerteza gerada pela avalanche de Fake News (FN) difundidas nas redes sociais. Por seu lado, a emergência da Inteligência Artificial (IA) está a conduzir a um estado de desinformação que ameaça as democracias, a saúde pública e a credibilidade dos meios de comunicação social. Neste contexto, os cidadãos - em geral - e os jovens - em particular - não estão suficientemente preparados para responder a este problema. Assim, esta investigação apresenta a validação de um instrumento para conhecer as estratégias cognitivas que os estudantes universitários ativam perante as FN, categorizando-as hierarquicamente, de acordo com a taxonomia de Bloom. Uma amostra de 543 estudantes universitários espanhóis participou no processo de validação. A fiabilidade foi calculada com o coeficiente Alfa de Cronbach e Omega de McDonald. Foi validado através da análise fatorial exploratória de rotação oblíqua e da análise fatorial confirmatória com o método dos mínimos quadrados ponderados. Os resultados demonstram um elevado nível de consistência interna, garantindo a fiabilidade e validade de construto. O instrumento final é composto por 9 variáveis e 52 itens, em conformidade com o modelo de partida. A sua robustez científica torna-o ideal para conhecer as estratégias cognitivas ativadas pelos jovens face às FN. Por fim, é de salientar que conhecer estas estratégias cognitivas pode facilitar a conceção de intervenções educativas adaptadas às necessidades detetadas, a fim de lhes fornecer fórmulas adequadas para saberem responder criticamente face às FN e aos desafios colocados pela IA a este respeito.

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Biografia do Autor

Jonathan Castañeda Fern´ández, University of Oviedo

Lecturer at the University of Oviedo, affiliated with the area of Research Methods and Diagnostic in Education (MIDE). He holds a degree in Pedagogy (awarded the National Prize for University Studies Completion) and a PhD with an international mention from the University of Oviedo, achieved thanks to a University Teaching Staff Training Scholarship (FPU) and a pre-doctoral research stay at the Universidade Lusiada de Lisbon. In teaching, he has primarily delivered courses linked to research and educational assessment. In research, he has participated in various projects (lines: evaluation of training activities, learning approaches, ecosystems for building global citizenship, etc.) and is currently a member of the research group “TECN@: Technology and Learning” at the University of Oviedo.

M. Esther Del Moral Pérez, University of Oviedo

Professor at the University. Teaches ICT applied to Education. Faculty of Teacher Training and Education. University of Oviedo (Spain). She has been recognised with four six-year research periods. She coordinates the TECN@ Research Group: Technology and Learning. Lead researcher of competitive projects, author of impactful articles in prestigious journals. Research areas include: media, digital literacy, TV and childhood, video games, social networks, augmented reality, digital applications, gamification, education in rural areas, etc. She has undertaken research stays in Calgary (Canada), Poitiers (France), Freiburg (Germany), and ITD Genoa (Italy). She has delivered courses at Ibero-American universities (Chile, Mexico, and Peru).

Nerea López-Bouzas, University of Oviedo

PhD in Education and Psychology, awarded a University Teaching Staff Training Scholarship (FPU). Holds a degree in Early Childhood Education and a Master's degree in Research and Innovation in Early Childhood and Primary Education. Collaborates with the Department of Education Sciences and is a member of the TECN@ research group: Technology and Learning at the University of Oviedo. Her research focuses on the integration of technological resources into the teaching-learning process, inclusive education, digital applications, augmented reality, gamification, analysis of audiovisual narratives, etc. She has completed a research stay at L'Istituto Tecnologie Didattiche (CNR-ITD) (Genoa, Italy) and the Centro de Investigação e Intervenção Educativas (CIIE) of the University of Porto (Porto, Portugal).

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