TikTok has introduced several new features aimed at helping users better understand and identify artificial intelligence-generated content on the popular video-sharing platform. The company says the new initiatives are designed to improve AI literacy and give users greater awareness of the content they see in their feeds.
As part of the initiative, TikTok is introducing a new Educational Hub where users can find practical guidance on identifying AI-generated videos. The hub is intended to make it easier for people to understand AI-related content and recognise when videos may have been created or significantly modified using artificial intelligence.
TikTok is also testing new tools designed to detect AI spam videos on the platform. These tools are being developed alongside educational resources, giving users both information and technology-based support as AI-generated content becomes increasingly common across social media.
The company is working with experts and organisations to promote AI literacy among its users. TikTok has also highlighted the growing use of AI labels on the platform, saying that more than three billion videos have so far received an AI-generated content label.
One of the new AI safety tools being tested is likeness detection. The technology is designed to search for AI-generated content on the platform, potentially helping TikTok identify videos that use artificial intelligence to create or alter a person’s likeness.
TikTok is also improving some of its existing AI-powered tools, including Smart Split and AI Outline. At the same time, the company is testing a Manage Topics feature that could give users more control over the type of content appearing in their feeds.
Through Manage Topics, users may be able to adjust the amount of AI-generated content they encounter on TikTok. The new tools and educational resources reflect the platform’s broader efforts to help users navigate an increasingly AI-driven online environment while giving them more awareness and control over the content they watch.
