No abstract
Misinformation can be easily spread with the click of a button, but can cause irreversible harm and negatively impact news consumers’ ability to discern false information. Some prior work suggests that older adults may engage with (read, share, or believe) misinformation at higher rates than others. However, engagement explanations vary. In an effort to understand older adults' engagement with misinformation better, we investigate the misinformation experiences of older adults through their perception of prior media experiences. Analyzing 69 semi-structured interviews with adults ages 59+ from the US, the Netherlands, Bosnia, and Turkey, we find that people who have decades of potential exposure or experience with both online and traditional news media have reached a state of media cynicism in which they distrust most, or even all, of the news they receive. Yet, despite this media cynicism, the older adults we study rarely fact-check the media they see and continue to read and share news they distrust. These findings suggest that this paradoxical reaction to media cynicism, in addition to prior explanations such as cognitive issues and digital literacy, may in part explain older adults' engagement with misinformation. Thus, we introduce the misinformation paradox, an additional area of research worth exploring.
Executive functions (EF) are a collection of cognitive domains governing task initiation, motor planning, attention, and goal-oriented action. Difficulties with EF have marked impacts on adaptive living skills, learning outcomes, and quality of life for people with cognitive and psychosocial disabilities, as well as the broader population. While there is considerable research interest in EF training intervention for disabled populations, very few studies explore metacognitive intervention for people with cognitive disabilities. Metacognition comprises conscious beliefs and strategies around task management and goal setting. Metacognitive awareness has been shown to mediate the effects of executive function on self-regulated learning. Metacognitive interventions have also shown promise in general education, military training, and medical practice. We present a virtual reality experience deploying agent-based modeling to support explicit metacognitive strategy instruction for undergraduate students of all neurotypes. Our results support that explicit instructional material explaining executive function and metacognition in relation to problem-solving experiences influenced participant self-concept and awareness of personal traits and cognitive processes.
Human-AI teams are increasingly prevalent in various domains. We investigate how the decision-making of a team member in a human-AI team impacts the outcome of the collaboration and perceived team-efficacy. In a large scale study on Mechanical Turk (n=125), we find significant differences across different decision making styles and disclosed AI identity disclosure in an AI-driven collaborative game. We find that autocratic decision-making negatively impacts team-efficacy in Human-AI teams, similar to its effects on human-only teams. We find that decision making style and AI-identity disclosure impacts how individuals make decisions in a collaborative context. We discuss our findings of the differences of collaborative behavior in human-human-AI teams and human-AI-AI teams.
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