Dziļviltojumi un to atpazīstamība dažādās vecuma grupās
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Latvijas Universitāte
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lav
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Bakalaura darbā “Dziļviltojumi un to atpazīstamība dažādās vecuma grupās” pētīta sabiedrības spēja atpazīt ar mākslīgā intelekta palīdzību radītu viltotu saturu, īpašu uzmanību pievēršot vecuma grupu atšķirībām. Dziļviltojumu tehnoloģijas pēdējos gados kļuvušas par būtisku izaicinājumu informācijas uztverei un drošībai, jo to izplatība digitālajā vidē strauji pieaug, un vizuālā pārliecinošība apgrūtina atšķiršanu no autentiska satura. Darba mērķis ir noskaidrot, cik labi dažādu vecuma grupu pārstāvji spēj atpazīt dziļviltojumus un kādas ir viņu zināšanas par šo tehnoloģiju darbības principiem. Teorētiskajā daļā aplūkotas dziļviltojumu tehnoloģijas, medijpratības un kritiskās domāšanas aspekti, kā arī uztveres psiholoģija dažādos vecumos. Empīriskajā daļā veikta kvantitatīvā izpēte – tiešsaistes anketa ar 124 respondentiem un kognitīvais tests ar 40 dalībniekiem četrās vecuma grupās. Rezultāti liecina, ka jaunākas vecuma grupas (īpaši 18–24 gadi) spēj veiksmīgāk atpazīt viltotu saturu, kamēr vecākajiem respondentu novērojams zemāks zināšanu līmenis un lielāka uzticēšanās redzamajam saturam. Darba noslēgumā izteikti ieteikumi medijpratības izglītības pilnveidošanai dažādās vecuma grupās, uzsverot nepieciešamību pēc mērķētas informēšanas un digitālo prasmju stiprināšanas.
The bachelor’s thesis “Deep fakes and their recognition in different age groups” examines society’s ability to identify AI-generated manipulated content, with a particular focus on age-related differences. In recent years, deepfake technologies have become a significant challenge to information perception and security, as their rapid spread in the digital environment and increasing visual realism make it harder to distinguish them from authentic content. The aim of the study is to determine how well individuals from different age groups can recognize deepfakes and what knowledge they possess about the underlying technology. The theoretical part explores the technical principles of deepfakes, concepts of media and digital literacy, critical thinking, and age-specific cognitive processing. The empirical part includes a quantitative study consisting of an online survey with 124 respondents and a cognitive test involving 40 participants from four age groups. The results show that younger respondents (particularly those aged 18–24) are more successful at identifying manipulated content, while older participants demonstrate lower levels of knowledge and a greater tendency to trust what they see. The thesis concludes with recommendations to improve media literacy education across different age groups, emphasizing the need for targeted awareness and the development of digital skills.
The bachelor’s thesis “Deep fakes and their recognition in different age groups” examines society’s ability to identify AI-generated manipulated content, with a particular focus on age-related differences. In recent years, deepfake technologies have become a significant challenge to information perception and security, as their rapid spread in the digital environment and increasing visual realism make it harder to distinguish them from authentic content. The aim of the study is to determine how well individuals from different age groups can recognize deepfakes and what knowledge they possess about the underlying technology. The theoretical part explores the technical principles of deepfakes, concepts of media and digital literacy, critical thinking, and age-specific cognitive processing. The empirical part includes a quantitative study consisting of an online survey with 124 respondents and a cognitive test involving 40 participants from four age groups. The results show that younger respondents (particularly those aged 18–24) are more successful at identifying manipulated content, while older participants demonstrate lower levels of knowledge and a greater tendency to trust what they see. The thesis concludes with recommendations to improve media literacy education across different age groups, emphasizing the need for targeted awareness and the development of digital skills.