From recognition to response: investigating brief video intervention on misinformation engagement among University students

While many educational efforts teach people to identify misinformation, research shows individuals often recognize but fail to respond to false content on social media. This study addressed this gap by testing video-based interventions that not only taught university students misinformation detection skills but also equipped them with response strategies. Through a randomized experiment, participants received either a 20-minute video on fact-checking or logic-checking skills combined with actionable response strategies, or were assigned to a control group. Results demonstrated that intervention participants not only improved their ability to detect misinformation but were more likely to actively post corrective responses on social media. The intervention specifically reduced irrelevant responses while increasing evidence-based justifications and warnings about misinformation risks. These findings suggest that accessible, brief video training can effectively empower students to move beyond passive recognition to active engagement against misinformation, highlighting the importance of cultivating both detection skills and a sense of personal agency in combating false information.