Olga Papadopoulou, Markos Zampoglou, Symeon Papadopoulos and Ioannis Kompatsiaris
As user-generated content (UGC) is entering the news cycle alongside content captured by news professionals, it is important to detect misleading content as early as possible and…
Abstract
Purpose
As user-generated content (UGC) is entering the news cycle alongside content captured by news professionals, it is important to detect misleading content as early as possible and avoid disseminating it. The purpose of this paper is to present an annotated dataset of 380 user-generated videos (UGVs), 200 debunked and 180 verified, along with 5,195 near-duplicate reposted versions of them, and a set of automatic verification experiments aimed to serve as a baseline for future comparisons.
Design/methodology/approach
The dataset was formed using a systematic process combining text search and near-duplicate video retrieval, followed by manual annotation using a set of journalism-inspired guidelines. Following the formation of the dataset, the automatic verification step was carried out using machine learning over a set of well-established features.
Findings
Analysis of the dataset shows distinctive patterns in the spread of verified vs debunked videos, and the application of state-of-the-art machine learning models shows that the dataset poses a particularly challenging problem to automatic methods.
Research limitations/implications
Practical limitations constrained the current collection to three platforms: YouTube, Facebook and Twitter. Furthermore, there exists a wealth of information that can be drawn from the dataset analysis, which goes beyond the constraints of a single paper. Extension to other platforms and further analysis will be the object of subsequent research.
Practical implications
The dataset analysis indicates directions for future automatic video verification algorithms, and the dataset itself provides a challenging benchmark.
Social implications
Having a carefully collected and labelled dataset of debunked and verified videos is an important resource both for developing effective disinformation-countering tools and for supporting media literacy activities.
Originality/value
Besides its importance as a unique benchmark for research in automatic verification, the analysis also allows a glimpse into the dissemination patterns of UGC, and possible telltale differences between fake and real content.
Details
Keywords
This chapter looks at web-radio and podcasting in Greece, exploring their past, current status and considering possible futures. The analysis begins from broadcast radio in order…
Abstract
This chapter looks at web-radio and podcasting in Greece, exploring their past, current status and considering possible futures. The analysis begins from broadcast radio in order to explore the, sometimes complex, relationships between traditional and new digital formats, particularly as these exist in an already financially and politically challenging terrain. Some tensions are revealed as the author, via primary and secondary research, navigates the radio landscape in a country that is now emerging from a long financial crisis. As there is very little writing on Greek Podcasting, this chapter aims to provide a snapshot of what currently exists and to suggest possible functions and creative avenues for it in Greece moving forward.
Details
Keywords
María Calero, Tatiana Pina, Olga Mayoral, José Cantó, M. Ángeles Ull and Amparo Vilches
The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School…
Abstract
Purpose
The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university.
Design/methodology/approach
A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019–20, 2020–21, 2021–22).
Findings
Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages.
Practical implications
The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted.
Social implications
Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies.
Originality/value
This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.