Learning with Generative AI: Evaluating Acceptability of Fact‐Checking Digital Nudges

This study examines learners' acceptability of digital fact‐checking nudges from the dual process theory by evaluating learners' perceptions towards two types of digital fact‐checking nudges comprising heuristic processing (System 1) versus systematic processing (System 2) and the impact of learners' profiles on the perception of digital fact‐checking nudges. The study surveyed and analyzed GenAI usage behaviors and perception towards GenAI digital nudges for fact‐checking of 300 students in higher education. Overall, results indicate that learners perceived System 1 nudges to be more effective. While participants' academic discipline did not significantly affect their acceptability and effectiveness perception towards both nudge types, their Gen AI usage frequency had a significant impact on nudge perception. Avid Gen AI learners have a more positive perception towards nudges, especially System 2 nudges. In terms of theoretical contributions, the study addresses the gap in cognitive processing research for nudge design for learning and fact‐checking Gen AI responses. As for practical contributions, the study offers insights for designing effective fact‐checking nudges depending on the level of usage and familiarity with GenAI.