Publications

1094 publications found

Mar 11, 2026 Editorial
Integrity under pressure: on generative AI, fabricated references and ethical publishing

by Marina Joubert and Michelle Riedlinger

Generative artificial intelligence (AI) tools are increasingly present in academic writing workflows, and their irresponsible use poses a growing threat to the integrity of scholarly publishing. In this editorial, we highlight the emergence of AI-generated references, or so-called “ghost references”, as a specific concern for JCOM and the wider academic community. We consider how AI tools like large language models can produce convincing yet fictitious citations that might bypass standard peer review. Also, we reaffirm JCOM's policy requiring full disclosure of any generative AI use in preparing manuscripts, remind authors that the responsibility for accuracy and integrity lies with those whose names appear on submissions, and outline our commitment to reject, withdraw, or retract manuscripts found to contain fabricated content at any stage of the publication process. As a journal dedicated to science communication, JCOM maintains a strong focus on the honest and transparent development of knowledge.
Mar 09, 2026 Article
Visible sources and invisible risks: exploring the impact of AI disclosure on perceived credibility of AI-generated content

by Teng Lin and Yiqing Zhang

With the widespread use of AI-generated content (AIGC) on social media, its potential to spread misinformation poses threats to the public. Although AI disclosure is widely promoted as a transparency measure to prompt critical evaluation, its effectiveness in science communication remains controversial. This study conducted a within-subjects experiment (N = 433) to examine how AI disclosure affects perceived credibility of science communication texts and the moderating roles of readers' negative attitudes towards AI and audience involvement. The experiment manipulated AI disclosure labels and information veracity. The results revealed a truth-falsity crossover effect: AI disclosure significantly reduced the perceived credibility of correct information while unexpectedly increasing the perceived credibility of misinformation. Negative attitudes towards AI significantly moderated these effects, whereas audience involvement exerted only limited influence. These findings highlight the complex and sometimes counterproductive consequences of AI disclosure in science communication and suggest implications for cue-based processing, algorithm aversion, and the design of disclosure mechanisms.
Mar 02, 2026 Article
Perceptions and values of Spanish women scientists towards digital science communication

by Rosana Villares, Carmen Pérez-Llantada and Oana Maria Carciu

The digitalisation of science communication has been widely promoted within the Open Science movement in Europe to foster the social impact of research, as well as a more participatory culture of science. Using semi-structured interviews, we explore Spanish women scientists' values and perceptions regarding digital science communication. Results highlight the social value of science communication as well as intrinsic motivation as factors to actively engage in disseminating, educating and promoting science digitally. Adopting Open Science principles, participants craft open access multimodal materials (e.g., educational short videos, podcasts), use supporting multimodal resources and digital tools, and engage in social media to reach broad audiences. Finally, we propose some policy recommendations and pedagogical guidelines in terms of digital literacy, digital genres, and science accommodation strategies to promote digital science communication.
Feb 23, 2026 Article
“Everything has changed”: a qualitative study of trends in university communication over the past decade

by Isabel Sörensen, Sophia Charlotte Volk, Silke Fürst, Mike S. Schäfer and Daniel Vogler

Universities are pivotal in contemporary knowledge societies, bridging science and society. Amidst societal transformations, communication has become crucial for higher education institutions (HEIs). Yet, research on university communication is limited, with few studies capturing long-term developments. This qualitative study addresses this gap by examining changes in university communication departments over the past decade in Switzerland. Semi-structured interviews with 30 communication practitioners and university leaders in eight HEIs reveal that university communication has diversified with regard to digital channels and stakeholders, intensified in terms of personnel and output, and professionalized. Moreover, some, albeit not all communication departments have increasingly aligned their communication strategies with university strategies. Despite the fact that “everything has changed”, differences exist among various types and clusters of universities. This study contributes to understanding how and why long-term changes in institutional science communication emerge. It also offers insights for communication practitioners for enhancing university communication processes and structures.
Feb 16, 2026 Practice Insight
It's (not) rocket science to think with gender: supporting students to develop confidence in talking about gender through outer space outreach activities

by Eleanor S Armstrong, Doris Erhard, Manuela Gallistl, Sarah Rosenbicher and Christian Klösch

“What might our lives in outer space look like in the future? And how will those lives be shaped by gender?” These were the questions that directed students in a science communication activity in the Vienna Museum of Science and Technology in 2024. This Practice Insight reflects on this project and demonstrates how an expansive focus on gender in the long-term engagement project allowed student participants to challenge and pluralize normative masculinities of outer space futures, instead envisaging cosmic lives that supported traditional women's crafts, or gender-inclusive third spaces and city design. Rather than framing “women” and “girls” as the only subject for gender-oriented activities, this project encouraged students and educators to recognize that gender is done many different ways by different groups in societies. The paper provides prompts to readers to support them implementing similar transformations in their own science communication practices.
Feb 11, 2026 Editorial
Editorial | Science Communication pursing the “unexpected places”

by Fabio Ribeiro, Sónia Silva and Thaiane Oliveira

Space is also communication. Widely regarded as an urban and daily space philosopher, Henri Lefebvre (1974) argued that space, as a physical dimension, is a shared platform to induce ower and lifestyle options, through a general social agreement. As such, Lefebreve proposed three perspectives: 1) conceived space (planned, technical, institutional); 2) perceived space (deeply rooted in daily practices); 3) living spaces (associated with symbolic and sentimental experiences). Years later, Michel de Certeau’s (1980) proposition of space as a “stable order”, “planned” and practice-oriented was then also studied by Marc Augé (1992), suggesting the concept of “non-places”, defined as the total absence of identity, relationships and historical meaning. Airports, shopping centres, hotels, walking circuits, just to name a few, were the symbol of such a lack of interaction, guided by visual and informative signs. Circulation, income and consumption are the key figures of these “non-spaces”. 

Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article
Back for the future: public engagement with climate science through a multimodal STEM escape room

by Amanda Jane Mathieson, Edward Duca and Joseph Roche

Research has explored escape rooms for their education potential but there is a notable lack of literature in the public engagement context. This paper illustrates findings from three editions of Back for the Future, a climate-themed STEM escape room delivered both online and in person, with and without COVID-19 restrictions. We demonstrate that escape rooms can engage those who normally do not seek out science in an enjoyable experience that may foster future engagement. Players become immersed in the game environment, losing track of time and can succeed in the activity regardless of their science background. We also propose that self-determination theory, science capital and flow are beneficial concepts for designing games that enhance engagement for a variety of audience groups. Finally, we hope to provide useful and generalisable recommendations for delivering impactful STEM escape rooms in unexpected places (and perhaps with unexpected limitations).

Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article
Exploring Chemistry: the impact of an interactive chemistry model on student motivation in non-formal education spaces

by Ariane Carolina Rocha, Ana Carolina Steola and Ana Cláudia Kasseboehmer

The negative image of Chemistry that students have, associated with chemophobia, reflects the decontextualized way in which the subject is often taught. This study investigates how an interactive chemistry model, developed for a science communication exhibition, can influence high school students’ perception and motivation to learn chemistry. Based on the Theory of Self-Determination, the chemistry model illustrates Advanced Oxidation Processes in a safe, interactive and accessible way. The exhibition was visited by 250 public high school students. Data was collected based on the responses of the participants who answered the Intrinsic Motivation Inventory questionnaire and took part in semi-structured interviews conducted as part of the study. The results obtained showed that the interactive chemistry model exerted a positive impact on the following intrinsic motivation factors: interest, perceived competence, effort, value, pressure/tension, and perceived choice. The science communication activity also stimulated the participants’ interest in pursuing university education, reinforcing the role of non-formal education in helping overcome chemophobia.

Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article
Engaging science: audience perceptions of informal science communication on Arabic YouTube channels

by Omar Daoudi and Muhammad Awais

This study investigates the emotional and cognitive responses of Arabic-speaking audiences to informal science communication on YouTube. Focusing on three prominent Arabic YouTube channels that provide science content, @Da7ee7, @NidhalG, and @Espitalia, the study analyzes their communication styles to explore how stylistic differences shape audience engagement and perception. The study classifies the channels into three distinct communicative styles; humorous, academic, and conversational to examine variation in audience responses. Employing computational content analysis, the study applies LDA topic modeling and sentiment analysis to examine emotional and cognitive engagement in user comments. Results show that humorous content is associated with stronger positive emotions and cognitive activation, whereas academic and conversational styles evoke more mixed reactions. Topics like space science and artificial intelligence elicit complex emotions such as confusion and admiration. Addressing a key gap in Arabic-language science communication, the study reveals how style and topic shape public engagement in culturally specific digital spaces.

Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article
Scrolling through science: how accurate is science content on TikTok

by Ricardo Morais and Clara Eloïse Fernandes

TikTok has become a popular platform for science communication, particularly among younger audiences, allowing creators to reach broader audiences. However, concerns about the accuracy of science content shared on the platform have emerged, prompting this study to investigate the reliability of informal science communication by popular creators. Informal science communication is the casual sharing of scientific information on platforms like TikTok. The main objective is to assess how well this content adheres to established scientific principles and avoids misinformation. By analysing videos from creators with significant followings, we will evaluate their adherence to scientific accuracy and identify factors that influence it, such as the creators' backgrounds and platform algorithms. The findings will highlight trends in the accuracy of content, with some creators producing reliable information while others risk spreading misinformation. Ultimately, the research will provide recommendations for enhancing the accuracy of science content on TikTok, promoting critical thinking among viewers, and advancing informed science communication on social media.

Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

Search

  • Filter by section arrow_drop_down
  • Filter by keyword arrow_drop_down