Abstract
The purpose of this study is to investigate factors influencing students' perception of the credibility of scholarly information on the web. In addition to the four types of source credibility proposed by previous studies (presumed credibility, reputed credibility, surface credibility, and experienced credibility), this study shows that two other types of source credibility (verifiable credibility and cost-effort credibility) play a significant role in shaping students' perceptions of credibility. Circumstances that affect students' willingness to accept scholarly information on the web are identified. Implications for web system design are also discussed.
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