The effect of an intervention on youth’s knowledge and awareness of filter bubbles

Abstract

Online filter bubbles are the result of the fact that the online news that we dislike or disagree with is filtered out, this can narrow what we know (Fletcher, 2020). In this study, the implications thereof for democracies are discussed, making use of the concept of digital citizenship. The study investigates if an intervention with the goal of increasing youth’s knowledge and awareness of online filter bubbles and strategies to influence these filter bubbles was effective. Specific emphasis was placed on how filter bubbles influence news diversity online. The sample consists of second grade students (13-14 years) from a Dutch secondary school. Pre- and post-test questionnaires (N=15) measured youth’s knowledge, awareness, strategy knowledge and strategy usage related to online filter bubbles. Interviews (n=6) were held to get more in-depth insight, especially into the awareness of students of online filter bubbles. The results showed that knowledge of filter bubbles increased (t(14) = 1.96, p = .070). Students had clear ideas about their own online news consumption and showed high awareness of their own filter bubble and of the pros and cons of filtered news. However, their own internet behaviour as mentioned in the interviews contradicted this awareness. Different explanations for this contradiction, based on other research, are discussed.