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Deepfakes and scientific knowledge dissemination
Science misinformation on topics ranging from climate change to vaccines have significant public policy repercussions. Artificial intelligence-based methods of altering videos and photos (deepfakes) lower the barriers to the mass creation and dissemination of realistic, manipulated digital content....
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Nature Publishing Group UK
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10439167/ https://www.ncbi.nlm.nih.gov/pubmed/37596384 http://dx.doi.org/10.1038/s41598-023-39944-3 |
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author | Doss, Christopher Mondschein, Jared Shu, Dule Wolfson, Tal Kopecky, Denise Fitton-Kane, Valerie A. Bush, Lance Tucker, Conrad |
author_facet | Doss, Christopher Mondschein, Jared Shu, Dule Wolfson, Tal Kopecky, Denise Fitton-Kane, Valerie A. Bush, Lance Tucker, Conrad |
author_sort | Doss, Christopher |
collection | PubMed |
description | Science misinformation on topics ranging from climate change to vaccines have significant public policy repercussions. Artificial intelligence-based methods of altering videos and photos (deepfakes) lower the barriers to the mass creation and dissemination of realistic, manipulated digital content. The risk of exposure to deepfakes among education stakeholders has increased as learners and educators rely on videos to obtain and share information. We field the first study to understand the vulnerabilities of education stakeholders to science deepfakes and the characteristics that moderate vulnerability. We ground our study in climate change and survey individuals from five populations spanning students, educators, and the adult public. Our sample is nationally representative of three populations. We found that 27–50% of individuals cannot distinguish authentic videos from deepfakes. All populations exhibit vulnerability to deepfakes which increases with age and trust in information sources but has a mixed relationship with political orientation. Adults and educators exhibit greater vulnerability compared to students, indicating that those providing education are especially susceptible. Vulnerability increases with exposure to potential deepfakes, suggesting that deepfakes become more pernicious without interventions. Our results suggest that focusing on the social context in which deepfakes reside is one promising strategy for combatting deepfakes. |
format | Online Article Text |
id | pubmed-10439167 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Nature Publishing Group UK |
record_format | MEDLINE/PubMed |
spelling | pubmed-104391672023-08-20 Deepfakes and scientific knowledge dissemination Doss, Christopher Mondschein, Jared Shu, Dule Wolfson, Tal Kopecky, Denise Fitton-Kane, Valerie A. Bush, Lance Tucker, Conrad Sci Rep Article Science misinformation on topics ranging from climate change to vaccines have significant public policy repercussions. Artificial intelligence-based methods of altering videos and photos (deepfakes) lower the barriers to the mass creation and dissemination of realistic, manipulated digital content. The risk of exposure to deepfakes among education stakeholders has increased as learners and educators rely on videos to obtain and share information. We field the first study to understand the vulnerabilities of education stakeholders to science deepfakes and the characteristics that moderate vulnerability. We ground our study in climate change and survey individuals from five populations spanning students, educators, and the adult public. Our sample is nationally representative of three populations. We found that 27–50% of individuals cannot distinguish authentic videos from deepfakes. All populations exhibit vulnerability to deepfakes which increases with age and trust in information sources but has a mixed relationship with political orientation. Adults and educators exhibit greater vulnerability compared to students, indicating that those providing education are especially susceptible. Vulnerability increases with exposure to potential deepfakes, suggesting that deepfakes become more pernicious without interventions. Our results suggest that focusing on the social context in which deepfakes reside is one promising strategy for combatting deepfakes. Nature Publishing Group UK 2023-08-18 /pmc/articles/PMC10439167/ /pubmed/37596384 http://dx.doi.org/10.1038/s41598-023-39944-3 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Doss, Christopher Mondschein, Jared Shu, Dule Wolfson, Tal Kopecky, Denise Fitton-Kane, Valerie A. Bush, Lance Tucker, Conrad Deepfakes and scientific knowledge dissemination |
title | Deepfakes and scientific knowledge dissemination |
title_full | Deepfakes and scientific knowledge dissemination |
title_fullStr | Deepfakes and scientific knowledge dissemination |
title_full_unstemmed | Deepfakes and scientific knowledge dissemination |
title_short | Deepfakes and scientific knowledge dissemination |
title_sort | deepfakes and scientific knowledge dissemination |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10439167/ https://www.ncbi.nlm.nih.gov/pubmed/37596384 http://dx.doi.org/10.1038/s41598-023-39944-3 |
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