Perception and Exposure of Nigerian Adolescents to Deepfake Technology Use in Films

Abstract

This study investigated the perception and exposure of Nigerian adolescents to deepfake technology in films, focusing on their level of awareness, the extent of their exposure, and the psychological and trust-related impacts of this technology. The research was conducted among adolescents at Nnamdi Azikiwe University High School, Awka, with a total sample of 260 respondents, categorized by age and sex. Using a survey methodology, the study examined how adolescents interact with deep-fake content and its potential effects on their trust in digital media, as well as their psychological response to such media manipulation. The study was anchored on the Uses and Gratification theory and Social Learning Theory. Findings indicated that while many adolescents possess a basic awareness of deepfake technology, their understanding of its applications and implications remain limited. A considerable number of respondents reported frequent exposure to deepfake content in films, particularly among older adolescents. The study also revealed that exposure to deepfakes significantly affects adolescents’ trust in digital media, leading to increased skepticism and weariness. Furthermore, deep-fake exposure has psychological effects, with some adolescents reporting confusion, anxiety, and difficulty distinguishing between real and fake media. The study concluded that deep-fake technology is a growing concern in the digital media landscape, with significant implications for adolescents’ trust in media and their psychological well-being and therefore recommended the implementation of media literacy programs in schools to enhance adolescents’ critical thinking skills and media consumption habits. It also called for greater parental involvement in adolescents’ media activities and suggested the need for regulatory frameworks to address the ethical concerns surrounding deep-fake technology.