The Impact of Disclosure of the Use of Artificial Intelligence on the Credibility of Media Materials among Media Students in Palestinian Universities: An Empirical Study and Expert Evaluation
Supervisor Name
Farid Abudheir
Supervisor Email
farid@najah.edu
University
An-Najah National University
Research field
Communication Studies
Bio
I graduated from An-Najah National University in 1985, B.Sc. in political science and journalism. I got my M.Sc.Econ. in media studies from University of Cardiff, UK, in 1988, and my Ph.D. in communication studies from University of Leeds, UK, in 1996. I was appointed at the department of journalism (currently named: department of communication and digital media) at An-Najah University in 1991, and I am teaching at the department since then. I published a number of refereed papers in the field of media, Islamic movements, and the Palestinian question. In addition, I published a number chapters in refereed books. I am interested in researching in Palestinian and Arab media, safety of journalists, media and gender, communication and public relations, as well as Islamic movements in media. I participated with papers in a number of conferences in Arab and European countries. At present, I teach, at the department of communication & digital media, and I teach and supervise students at MA and PhD programs of Contemporary Public Relations, in addition to the MA program of Cinema and TV at An-Najah University. I have been the coordinator of annual training projects subsidized by OsloMet University since 2016. I have been appointed as the coordinator of the PhD program in Public Relations and Communication at An-Najah University, effective from 2026.
Description
Project Description This study examines the impact of disclosing the use of generative artificial intelligence (AI) on the credibility of media content among media students at five Palestinian universities. It aims to determine whether labeling content as AI-generated alters students' assessments of its accuracy, impartiality, originality, and believability. The study employs an experimental, post-hoc design, randomly assigning 200 student evaluators to two groups: one group views content labeled with the disclosure and another views the same content without. Credibility levels are then compared between the two groups. This design relies on randomization and post-processing measurement. The study also includes 50 student media producers, a panel of 8 to 12 experts to evaluate production quality and the effectiveness of AI tool use, and interviews with a sample of producers to understand their experiences and perspectives.
