FINAL ASSIGNMENT

Course No: Management Information System

Course Code: MIS 442
Section: 08
Spring 2021

Submitted By-
Name: Shaima Akhter Shathy
ID: 1610150

Submitted to Faculty-
Mr. Mustafa Nizamul Aziz
Topics Name
Can Information Systems be used in identifying Misfortune (fake news and rumors) on
online social media platforms?

Summary
We know the misinformation definition and examples.
The examples which are already given information about- “Misinformation spreading on social media
during the COVID-19 Outbreak in China: Analysis”
Showing the results of the Data Table information that classifies misinformation into six parts, and
showing different COVID-19 misinformation contents.
Here also discussing part about- how can we help students to recognize and preventing fake news.

Introduction
Misinformation is false, inaccurate, or misleading information that is communicated regardless of the
purpose of deception. Examples of misinformation are false rumors, insults and jokes.
Social media technology is becoming a reliable platform for health communication to target audiences in
a timely manner, which is important for the production, development and dissemination of
misinformation. Chives can kill 99% of cancer cells "and" rice is the king of junk food. Emergencies or
risks always serve as an opening sluice for the flow of misinformation. Notable among the existing
literature are stork outbreaks, H1N1 influenza and Ebola outbreaks. Studied about.
There is an Example, we are talking about – “Misinformation spreading on social media during the
COVID-19 Outbreak in China: Analysis”
In December 2012, an outbreak of COVID-19 was first identified in Wuhan, China. The World Health
Organization (WHO) declared the outbreak a public health emergency of international concern and one
epidemic after another. Like previous epidemics, the outbreak of COVID-19 has led the WHO to call it
-infodemic and spread misinformation about the disease, and scholars have even insisted that COVID-19
is the first true social media infodemic. Although the WHO has launched a new information platform
called the WHO Information Network for Epidemics, misinformation on social media moves faster and
faster like viruses that travel with people and move faster. Given its devastating negative impact on the
population, the fight against infodemics is also a priority in parallel with the fight against the disease
during public health emergencies. So in the context of misinformation, imperfect understanding and
inadequate communication of perceived charge crisis events can lead to confusion and complicate crisis
resolution.
 Data Findings

This database originally collected misinformation about COVID-19 from Chinese social media such as
WeChat and Weibo. In order to prove that these pieces of misinformation are really false, this database
collects materials to verify the true facts of all misinformation with the aim of providing authentic
information. We first published 547 pieces of misinformation published from January 18, 2020 when 1 st
misinformation reported to April 30, 2020. This descriptive analysis of this paper is largely based on this
information.
This Data information classifies misinformation into six types: (1) rumors, (2) not conclusions, (3)
imperfections, (4) false scientific knowledge, (5) circumstantial information, and (6) fake news. The six
types of self-meanings are shown in Table 1:

DATA TABLE 1: Classification of the Misinformation related to COVID-19 in China

Here along with descriptive analysis, this article sheds light on three issues: 1. misrepresentation pieces
that get the most public attention; 2. Given the importance of the cultural component, we will investigate
whether cultural and social factors influence people's perceptions of misinformation; 3. Timeline for the
development of misinformation.
We reclassified the 547 pieces of misinformation collected in our study according to their content and
content specificity. As a result, ten sections are listed in Table 2.
 DATA Table 2: Different COVID-19 Misinformation Contents
We have also collected media reports related to the COVID-19 rumors, public reactions to the COVID-19
outbreak and its misinformation, as well as expert interviews in the official media. From these reports and
interviews we have determined how this misinformation spread. Also, we mentioned the case confirmed
by China Daily, which was obtained from the official website of the China National Health Commission.
Results; Misinformation for the Public- Here, Data Table 2 shows that misinformation about
prevention and treatment methods constitutes more than 40% of the collected fragments (42.78%), which
contains the most significant misinformation.
 Discussion

Let’s discus how can we help students recognize and prevent or avoid fake news:
There are some 4 ways to help students to recognize and avoid Fake News-
1) Know the Difference:
It is very easy to take each post, headline, and article as truth, however students need to learn that there
are outlets and authors out there who publish fake stories to more their own causes. Sharing the tips with
this image, so students to help them recognize fake news and find authentic sources of information.

2) Be Accountable & Take Responsibility:

If it’s a publicity social media post, advertising post, a friend’s shared meme, students are exposed to
immediate stories from a difference of online sources. It is necessary to teach students to read as more
stories as they want, then research each before sharing the information. While it may seem like a waste of
time to read fake news from an unreliable online publication, the only respectable way to disagree with
someone is to learn and study about them. Unless students recognize fake news as accurate and want to
know the truth from other sources, they will not waste their time studying misreporting.
3) Stop Spreading Fake News:
Remind students to refrain from pressing the share key too quickly when exploring the Internet or
scrolling through social media feeds. When confronting a story online, just don’t read the title and accept
it as true. As mentioned above, conduct research. When viewing fake news shared by family or friends,
politely identify the misinformation and provide research to support the issue. Don't be rude, just lie. Ask
students to invite a friend or family member to take part in a polite discussion about the real story behind
the fiction.
4) Share True Stories:
Teachers who create class social media pages can inspire students to choose legitimate stories about fake
news by posting articles on the pages. Leading students, for example, are the most useful way to divert
attention away from fake news. Take this strategy one step further by creating assignments based on the
articles posted on the page. Invite students to review posted, verified stories, and search for other fake
news articles related to legitimate posts.

Conclusion
Following the results of the study, health communication strategies for handling misinformation on social
media are given, such as reliable sources and expert sources. Also, traditional beliefs or perceptions play
an important role in health communication. In general, fighting against misinformation on social media is
not a single effort to correct or prevent the spread of misinformation. Instead, scholars, journalists,
academics and citizens must collectively identify and correct any misinformation.

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