Nya tiders källkritik : En interventionsstudie över AI-genererade bilder och källkritik i gymnasieundervisningen

Sammanfattning

The purpose of this study was to investigate how a group of students in Swedish upper secondary schools analyze, interpret and critically examine historical images and AI-generated and manipulated images, and to what extent the students can distinguish between these. The study also examined how this affects the students' source-critical ability. This study was conducted through an image analysis where 32 students were asked to analyze ten historical and ten AI-generated and manipulated images. The students' answers are then categorized based on the strategies they used, which were anachronisms, historical thinking and visual quality. The results show that the students can distinguish between historical and AI-generated images to a relatively high degree, and the total percentage was that 74.3 percent of the students were able to answer correctly. It also appears that the students more often base their analyses on clues such as the visual quality of the image and clear anachronisms. The study also shows that the students use parts of Historical Thinking and media literacy in their analyses, but that their source-critical ability is nevertheless largely dependent on visual clues.