An assessment of the deepfake environment around university students using Whatsapp in Uganda

Abstract

Cognizant of the growing threat posed by deepfakes, this study assessed the deepfake environment among university students in Uganda, focusing on WhatsApp usage at Makerere University. Specifically, it examined students’ level of access to deepfakes and how they evaluate such content. Using an explanatory sequential mixed methods approach, the study collected data from 80 undergraduate students through an online survey, and from key informant interviews. The findings were analysed thematically based on two core digital media literacy components: digital content awareness and digital content evaluation. Theoretical grounding was provided by the Information Manipulation Theory and the Analysis-by-Synthesis Model. Results revealed a high level of exposure to deepfakes, with 98.7% of respondents having encountered them at least once on WhatsApp, and seven in eight students reporting regular exposure. However, only 40% of respondents were familiar with the term “deepfakes”. WhatsApp features such as group chats, status updates and push notifications were identified as major channels of exposure. Despite frequent interaction with deepfake content, students demonstrated limited capacity to critically assess or verify such material. While some attempted to cross-check or research content, the majority lacked consistent evaluation strategies. The study also found limited institutional support or oversight from the university, leaving students vulnerable to misinformation. The findings underscore the urgent need for digital media literacy integration into university curricula, coupled with stronger policy frameworks and platform accountability to curb the spread of deepfakes. The study contributes to emerging literature on deepfakes in African contexts, and provides a foundation for further research in digital deception and content evaluation.