Effects of inductive learning and gamification on news veracity discernment.

This preregistered study tests a novel psychological intervention to improve news veracity discernment. The main intervention involved inductive learning (IL) training (i.e., practice discriminating between multiple true and fake news exemplars with feedback) with or without gamification. Participants (N = 282 Prolific users) were randomly assigned to either a gamified IL intervention, a nongamified version of the same IL intervention, a no-treatment control group, or a Bad News intervention, a notable web-based game designed to tackle online misinformation. Following the intervention (if applicable), all participants rated the veracity of a novel set of news headlines. We hypothesized that the gamified intervention would be the most effective for improving news veracity discernment, followed by its nongamified equivalent, then Bad News, and finally the control group. The results were analyzed with receiver-operating characteristic curve analyses, which have previously never been applied to news veracity discernment. The analyses indicated that there were no significant differences between conditions and the Bayes factor indicated very strong evidence for the null. This finding raises questions about the effectiveness of current psychological interventions and contradicts prior research that has supported the efficacy of Bad News. Age, gender, and political leaning all predicted news veracity discernment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).