Perceived credibility of scientific content on Facebook by grade-school students: The effect of popularity

Arnon Hershkovitz, Nagat Badarneh

Research output: Contribution to journalArticlepeer-review

Abstract

In this quantitative study (N = 303), we explore children’s and teen’s credibility assessment of scientific information on Facebook, and its associations with content popularity. By manipulating content familiarity and popularity, we find interesting differences between age-levels. While popularity did not play an important role in the 12th-graders’ credibility evaluation (who were mostly affected by content familiarity), it was prominent for the 6th-graders (where high-popularity compensated for non-familiarity); the 9th-graders, as an intermediate age-level, demonstrate an equal influence of both familiarity and popularity.
Original languageEnglish
JournalEuropean Journal of Open, Distance and E-learning
Volume21
Issue number2
StatePublished - 2018

Keywords

  • credibility evaluation
  • content popularity
  • social networking sites
  • Facebook
  • science communication.

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