#FactCheck - Afghan Cricket Team's Chant Misrepresented in Viral Video

Introduction

The unprecedented rise of social media, challenges with regional languages, and the heavy use of messaging apps like WhatsApp have all led to an increase in misinformation in India. False stories spread quickly and can cause significant harm, like political propaganda and health-related mis/misinformation. Programs that teach people how to use social media responsibly and attempt to check facts are essential, but they do not always connect with people deeply. Reading stories, attending lectures, and using tools that check facts are standard passive learning methods used in traditional media literacy programs. 

Adding game-like features to non-game settings is called "gamification," it could be a new and interesting way to answer this question. Gamification involves engaging people by making them active players instead of just passive consumers of information. Research shows that interactive learning improves interest, thinking skills, and memory. People can learn to recognise fake news safely by turning fact-checking into a game before encountering it in real life. A study by Roozenbeek and van der Linden (2019) showed that playing misinformation games can significantly enhance people's capacity to recognise and avoid false information.

Several misinformation-related games have been successfully implemented worldwide:

• The Bad News Game – This browser-based game by Cambridge University lets players step into the shoes of a fake news creator, teaching them how misinformation is crafted and spread (Roozenbeek & van der Linden, 2019).
• Factitious – A quiz game where users swipe left or right to decide whether a news headline is real or fake (Guess et al., 2020).
• Go Viral! – A game designed to inoculate people against COVID-19 misinformation by simulating the tactics used by fake news peddlers (van der Linden et al., 2020).

For programs to effectively combat misinformation in India, they must consider factors such as the responsible use of smartphones, evolving language trends, and common misinformation patterns in the country. Here are some key aspects to keep in mind:

1. Vernacular Languages

There should be games in Hindi, Tamil, Bengali, Telugu, and other major languages since that is how rumours spread in different areas and diverse cultural contexts. AI voice conversation and translation can help reduce literacy differences. Research shows that people are more likely to engage with and trust information in their native language (Pennycook & Rand, 2019).

2. Games Based on WhatsApp

Interactive tests and chatbot-powered games can educate consumers directly within the app they use most frequently since WhatsApp is a significant hub for false information. A game with a WhatsApp-like interface where players may feel like they are in real life, having to decide whether to avoid, check the facts of, or forward messages that are going viral could be helpful in India.

3. Detecting False Information

As part of a mobile-friendly game, players can pretend to be reporters or fact-checkers and have to prove stories that are going viral. They can do the same with real-life tools like reverse picture searches or reliable websites that check facts. Research shows that doing interactive tasks to find fake news makes people more aware of it over time (Lewandowsky et al., 2017).

4. Reward-Based Participation

Participation could be increased by providing rewards for finishing misleading challenges, such as badges, diplomas, or even incentives on mobile data. This might be easier to do if there are relationships with phone companies. Reward-based learning has made people more interested and motivated in digital literacy classes (Deterding et al., 2011).

5. Universities and Schools 

Educational institutions can help people spot false information by adding game-like elements to their lessons. Hamari et al. (2014) say that students are more likely to join and remember what they learn when there are competitive and interactive parts to the learning. Misinformation games can be used in media studies classes at schools and universities by using models to teach students how to check sources, spot bias, and understand the psychological tricks that misinformation campaigns use.

What Artificial Intelligence Can Do for Gamification

Artificial intelligence can tailor learning experiences to each player in false games. AI-powered misinformation detection bots could lead participants through situations tailored to their learning level, ensuring they are consistently challenged. Recent natural language processing (NLP) developments enable AI to identify nuanced misinformation patterns and adjust gameplay accordingly (Zellers et al., 2019). This could be especially helpful in India, where fake news is spread differently depending on the language and area.

Possible Opportunities

Augmented reality (AR) scavenger hunts for misinformation, interactive misinformation events, and educational misinformation tournaments are all examples of games that help fight misinformation. India can help millions, especially young people, think critically and combat the spread of false information by making media literacy fun and interesting. Using Artificial Intelligence (AI) in gamified treatments for misinformation could be a fascinating area of study in the future. AI-powered bots could mimic real-time cases of misinformation and give quick feedback, which would help students learn more.

Problems and Moral Consequences

While gaming is an interesting way to fight false information, it also comes with some problems that you should think about:

• Ethical Concerns: Games that try to imitate how fake news spreads must ensure players do not learn how to spread false information by accident.
• Scalability: Although worldwide misinformation initiatives exist, developing and expanding localised versions for India's varied language and cultural contexts provide significant challenges.
• Assessing Impact: There is a necessity for rigorous research approaches to evaluate the efficacy of gamified treatments in altering misinformation-related behaviours, keeping cultural and socio-economic contexts in the picture.

Conclusion 

A gamified approach can serve as an effective tool in India's fight against misinformation. By integrating game elements into digital literacy programs, it can encourage critical thinking and help people recognize misinformation more effectively. The goal is to scale these efforts, collaborate with educators, and leverage India's rapidly evolving technology to make fact-checking a regular practice rather than an occasional concern.

As technology and misinformation evolve, so must the strategies to counter them. A coordinated and multifaceted approach, one that involves active participation from netizens, strict platform guidelines, fact-checking initiatives, and support from expert organizations that proactively prebunk and debunk misinformation can be a strong way forward.

References

• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". Proceedings of the 15th International Academic MindTrek Conference.
• Guess, A., Nagler, J., & Tucker, J. (2020). Less than you think: Prevalence and predictors of fake news dissemination on Facebook. Science Advances.
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?—A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences.
• Lewandowsky, S., Ecker, U. K., & Cook, J. (2017). Beyond misinformation: Understanding and coping with the “post-truth” era. Journal of Applied Research in Memory and Cognition.
• Pennycook, G., & Rand, D. G. (2019). Fighting misinformation on social media using “accuracy prompts”. Nature Human Behaviour.
• Roozenbeek, J., & van der Linden, S. (2019). The fake news game: actively inoculating against the risk of misinformation. Journal of Risk Research.
• van der Linden, S., Roozenbeek, J., Compton, J. (2020). Inoculating against fake news about COVID-19. Frontiers in Psychology.
• Zellers, R., Holtzman, A., Rashkin, H., Bisk, Y., Farhadi, A., Roesner, F., & Choi, Y. (2019). Defending against neural fake news. Advances in Neural Information Processing Systems.

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Introduction

Recently the Indian Government banned the import of Laptops and tablets in India under the computers of HSN 8471. According to the notification of the government, Directorate General of foreign trade, there will be restrictions on the import of Laptops, tablets, and other electronic items from 1^st November 2023. The government advised the Domestic companies to apply for the license within three months. As the process is simple, and many local companies have already applied for the license. The government will require a valid license for the import of laptops and other electronic items.

The Government imposed restrictions on the Import of Laptops & other electronic products

The DGFT (The directorate General of foreign trade) imposed restrictions on the import of electronic items in India. And, there has been the final date has also been given that the companies only have 3 months to apply for a valid license, from November 1^st 2023there will be a requirement for a valid license for the import, and there will be a proper ban on the import of laptops & tablets, and other electronic items. The ban is on the HSN-8471. These are the products that indicate that they are taxable. It is a classification code to identify the taxable items. India has sufficient capacity and capability to manufacture their own IT hardware devices and boost production.

The government has notified production linked incentive, PLI Scheme 2.0, for the IT devices, which will soon be disclosed, and the scheme is expected to lead to a total of 29 thousand crore rupees worth of IT hardware nearly. And this will create future job opportunities in the five to six years.

The pros & cons of the import

Banning import has two sides. The positive one is that, it will promote the domestic manufacturers, local companies will able to grow, and there will be job opportunities, but if we talk about the negative side of the import, then the prices will be high for the consumers. One aspect is making India’s digital infrastructure stable, and the other side is affecting consumers.

Reasons Behind the ban on the Import of electronic items

There are the following reasons behind the ban on the Import of laptops and tablets,

• The primary reason why the government banned the import of laptops and other electronic items is because of security concerns about the data. And to prevent data theft a step has been taken by the Government.
• The banning will help the domestic manufacturer to grow and will provide opportunities to the local companies in India.
• It will help in the creation of Job vacancies in the country.
• There will be a curb down of selling of Chinese products.

The government will promote the digital infrastructure of India by putting a ban on imports. Such as there are domestic companies like Reliance recently launched a laptop by the name of Jio Book, and there is a company that sells the cheapest tablet called Aakash, so the import ban will promote these types of electronic items of the local companies. This step will soon result in digital advancement in India.

Conclusion

The laptop, tablets, and other electronic products that have been banned in India will make a substantial move with the implications. The objective of the ban is to encourage domestic manufacturing and to secure the data, however, it will also affect the consumers which can not be ignored. The other future effects are yet to be seen. But the one scenario is clear, that the policy will significantly make a change in India’s Technology industry.

Executive Summary:

Internship scams have infiltrated the academic landscape, scamming students of many prestigious colleges. The students often prefer to carry out internships to gain knowledge and work experience. These scams use the name of popular multinational companies to exploit the students. This report studies the various case studies, their modus operandi, impact on the students and preventive strategies. This report emphasises the importance of awareness and proactive measures to protect students from falling victim to such frauds.

1. Introduction

Internships are the opportunity to overcome the gap between the practical knowledge acquired at the university and practical experience, to get practical skills and contacts in the field of activity, as well as improve employment prospects. Instead, because of high paying internships and interesting positions students have become targets of work scams. As we have seen with the advancement in digital technology, scammers take advantage of the disguise of the internet, making very neat, smart, and convincing scams. 

 Internship scams are very prevalent and they include fake job listings and phishing schemes as well as payment frauds which make students lose lots of money and also emotionally expose them. In this specific case, this paper examines how these scams work, the warning signs, and ways of protecting students from falling victim to them.

2. Detailed Modus Operandi of Internship Scams

Internship scams often employ  a variety of tactics to attract and deceive unsuspecting students. Below is a detailed breakdown of the common methods used by scammers:

1. Fake Job Listings and Offers:some text
   • Scammers post attractive internship offers on popular job portals, social media platforms, and even send personalised messages via LinkedIn. These listings often mimic the branding and style of reputable companies, including well-designed logos, professional email addresses, and official-looking websites.
   • Example: A fake internship offer from a reputed software firm circulates on a job portal, with a professional landing page. Students who apply are quickly “hired” without any interviews, and are asked to pay a security deposit to confirm their acceptance.
2. Upfront Payment Requests:some text
   • Scammers ask for payment such as registration fees, training materials, background checks, or security deposits. These payments comes under non-refundable payment  and it act as the primary revenue stream for the fraudsters.
   • Example: A group of students receive internship offers requiring a payment of INR 10,000 for "training materials" and "online assessments." After making the payment, the students never hear back from the company, and all attempts to contact them were futile.
3. Phishing and Identity Theft:some text
   • Beyond financial fraud, some scams aim to steal personal information. Fake internship applications often require detailed personal data, including identity proofs, bank account details. This data will be used as identity theft or sold on the dark web.
   • Example: A student applies for an internship that asks for copies of identification documents and bank details. This information sharing led to unauthorised transactions in their bank account. 
4. Work-from-Home Frauds:some text
   • With the rise of remote work, scammers also offer work-from-home internships that require students to purchase software or pay for specialised training. After payment, students are often given irrelevant tasks or no tasks at all, leaving them with no real work experience.
   • Example: An internship advertised as a "remote data analysis role" required students to buy a proprietary software licence. After paying, students realised the software was freely available online, and the internship tasks were non-existent.
5. Impersonation of Reputed Companies:some text
   • Scammers use the name of well-known companies, they modify the email addresses or create fake websites that look original. They use these platforms to send offer letters, making it difficult for students to identify the scam.
   • Example: A scammer creates a fake website mirroring a major consulting firm's internship page. The only difference is a minor change in the URL. Dozens of students are duped into paying registration fees.

3. Case Studies of Real-Life Incidents

1. Case Study 1: The Certification Course and Internshipsome text
   • A group of students received personalised emails from an official domain of a reputed tech industry providing an internship offer. Students were asked to pay Rs 10,000 to undergo a certification course to carry the internship. After paying the amount, the students did not receive any instructions, and the company was found to be nonexistent. The scammer had spoofed the company’s email domain, making it difficult to trace the source.
2. Case Study 2: The Social Media Trapsome text
   • A student from a university encountered an internship post on Instagram, advertising roles at a popular fashion brand. The application process involved a "screening fee" of INR 5,000. Despite appearing legitimate, the internship was fake, and the brand had no knowledge of the post. The student's personal data was also compromised, leading to unauthorised social media activity.
3. Case Study 3: Internship Providing Social Platformssome text
   • A popular internship providing platform, faced an incident where a scammer posted fraudulent internship offers under the guise of a major multinational. The scam involved asking students to purchase expensive software to start their work. The platform had to issue warnings and remove the listings after several complaints.

4. The Impact on Students

The consequences of internship scams extend beyond immediate financial loss, affecting students on multiple levels:

1. Financial Impact:some text
   • Students lose their money, ranging from minor fees to significant payments.
2. Emotional and Psychological Distress:some text
   • These kinds of scams can lead to anxiety, depression and loss of confidence in availing the opportunities in future. 
3. Exposure to Further Scams:some text
   • Scammers often share details of their victims with other fraudsters, making students susceptible to repeated scams, including phishing attacks, financial frauds, and unsolicited offers.

5. Preventive Measures

1. Verification of Internships:some text
   • Always verify the authenticity of the internship by researching the company on official platforms such as LinkedIn, the company’s official website, and through trusted contacts or college placement cells.
2. Avoid Upfront Payments:some text
   • Employers do not ask for money in exchange for job or internship offers. If they demand for any kind of payment, then the employer is not original. Always question the necessity of such payments and consult trusted advisors before proceeding.
3. Use Trusted Job Portals:some text
   • Apply for internships through recognized platforms like LinkedIn, Internshala, or your college’s placement cell, which have verification processes to filter out fraudulent postings.
4. Reporting Scams:some text
   • Report suspicious offers to your college authorities, placement cells, and local cybercrime departments. Additionally, use platforms like Internshala’s “Report This Job” feature to flag fraudulent listings.
5. Stay Educated and Updated:some text
   • It is important to educate students by providing workshops, webinars, and awareness sessions on cybersecurity to stay informed and report about the latest scams. 

6. Conclusion

Internship scams are a severe threat to the student society since they manipulate the student’s desire for an internship. The best ways to prevent such cons are by being cautious and receptive to whatever is being offered. Internship seekers, colleges and the placement cells have to work hand in hand to ensure that there is no fear among  people seeking internships.

References

1. Smith, J. (2024). Internship Scams on the Rise: How to Spot and Avoid Them. Retrieved from example1.com.
2. Brown, A. (2023). Student Internship Scams in India: A Growing Concern. Retrieved from example2.com.
3. Johnson, L. (2024). How to Protect Yourself from Fake Internship Offers. Retrieved from example3.com.
4. Gupta, R. (2024). Social Media and the Rise of Job Scams. Retrieved from example4.com.

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