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Fake news is a growing problem in developing countries with potentiallyfar-reaching consequences. We conduct a randomized experiment in urban Pakistanto evaluate the effectiveness of two educational interventions to countermisinformation among low-digital literacy populations. We do not find asignificant effect of video-based general educational messages aboutmisinformation. However, when such messages are augmented with personalizedfeedback based on individuals' past engagement with fake news, we find animprovement of 0.14 standard deviations in identifying fake news. We also findnegative but insignificant effects on identifying true news, driven by femalerespondents. Our results suggest that educational interventions can enableinformation discernment but their effectiveness critically depends on how welltheir features and delivery are customized for the population of interest.

Countering Misinformation on Social Media Through Educational Interventions: Evidence from a Randomized Experiment in Pakistan