Enhancing students’ critical thinking literacy in a generative AI context: Eye movement patterns of deepfake detection
Year: 2025
Type: article
Abstract: This study examined, using eye-tracking technology, the gaze patterns of guided exposure to deepfake and authentic portrait images in comparison to unguided exposure to assess their influence on the acquisition and application of critical thinking literacy among first-year Bachelor students. Employing a between-groups experimental design, we analyzed visual gaze patterns between students who participated in the experiment group (n = 24) and those in the control group (n = 44). The results revealed significant differences in visual attention patterns, with the experimental group exhibiting a longer duration and broader distribution of fixations compared to the control group. The experimental group also achieved higher accuracy in identifying deepfake portrait images and exhibited a greater propensity to classify images as GenAI-generated. Nonetheless, both groups overestimated their detection capabilities, with no significant difference in perceived performance. As GenAI technologies continue to evolve, higher education institutions must prioritize the development of the essential 21st-century literacies, integrating cognitive training with technological solutions to combat GenAI-generated misinformation. This research contributes to the fields of GenAI literacy and critical thinking education by providing objective evidence, as measured through eye-tracking, that targeted interventions can significantly alter cognitive processing strategies. Educational practice must balance the development of critical evaluation skills with fostering a realistic awareness of human limitations, thereby preparing students to become discerning consumers and responsible creators in an increasingly complex digital information landscape.
Source: Computers & Education
Institution: Holon Institute of Technology
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $5,190
OpenAlex ID: W4417247306