Empowering critical thinking in combating social media misinformation: Testing efficacy of digital “boost and nudge” interventions

The proliferation of social media misinformation raises concerns about users' critical thinking when navigating online content. Research suggests that users lack both the skill sets and a ‘push’ to think critically when confronted with questionable content; however, interventions that examine both factors simultaneously are limited. Guided by the dual-process theory, which distinguishes between intuitive and analytical modes of thinking, we investigated two strategies, separately and in combination: an online video boost that strengthened analytical reasoning skills and a norm-based nudge that prompted awareness of misinformation. Employing a 3 × 2 × 3 mixed design, we compared boosting (fact-checking, logic-checking, control) and nudging (presence or absence) across content types (fact-based misinformation, logic-based misinformation, authentic information). 214 participants evaluated a simulated Facebook feed comprising interactive posts with embedded links to real-world online sources, representing authentic information and misinformation cases. Participants rated the trustworthiness of the posts, provided open-ended justification underlying their judgements to capture analytical reasoning, and reported likelihood of sharing or commenting that indicate potential reflective communicative actions. Findings reveal that both boosting and nudging enhanced users' ability to discern content credibility, with the combination showing stronger effects across conditions. Participants who received skill-boosting were also less likely to share questionable content. Nudging through a norm-based message embedded in the interface of Facebook was effective, and its impact was enhanced when combined with boosting. Findings showed that a simple digital reminder can effectively complement educational efforts, offering a practical and scalable way to support critical thinking during social media use.