New Study Reveals Majority of Students Struggle to Differentiate between Real News and Sponsored Content

With the digital age at its peak, it is perhaps safe to say that we have access to an unparalleled wealth of information than individuals from the 18^th century could even fathom. The sheer information overload that we are exposed to today, however, doesn’t necessarily translate into better judgement or wisdom.

Especially noteworthy is the troubling emergence of the ‘fake news’ phenomenon, a key contributing factor in the outcome of the recent American presidential election. If the allegations are correct, this means a significant number of people fell prey to these fabricated stories.

According to a recent Stanford study, this extends beyond just the voting populace. The study surprisingly revealed that over 80% of students were unable to distinguish between a news article and an advertisement labeled as a ‘sponsored story’. This was part of a broader study aimed at measuring the digital literacy levels of students in relation to social media content.

From twelve American states, a total of 7,804 responses were gathered from students of various age groups.

The researchers share some concerning insights: “While our ‘digital natives’ could seamlessly switch between Facebook and Twitter, uploading a selfie on Instagram while texting a pal, they astonishingly struggle to assess the validity of information shared on these platforms. Although we did not start this study with the intention of grading students or distinguishing between ‘good’ and ‘better’ answers, we were hoping for a reasonable level of performance from most middle school, high school, and college students.”

The researchers further observe, “Amidst the ongoing challenges faced by this nation, numerous websites strive to manipulate public opinion by pretending to be what they’re not. Gone are the days when we relied on publishers, editors, and subject matter experts to validate the information we consume. As Michael Lynch, a philosopher specialised in technological change, astutely put it – the Internet is as much of a reliable fact-checker as it is a bias confrmer. In our investigation, we found that, regardless of the school level, the variations in responses were rather limited compared to a startling and disheartening uniformity. Overall, young people’s ability to reason about the information on the Internet can be summed up in one word: bleak.”