  Fake news is a growing problem in developing countries with potentially
far-reaching consequences. We conduct a randomized experiment in urban Pakistan
to evaluate the effectiveness of two educational interventions to counter
misinformation among low-digital literacy populations. We do not find a
significant effect of video-based general educational messages about
misinformation. However, when such messages are augmented with personalized
feedback based on individuals' past engagement with fake news, we find an
improvement of 0.14 standard deviations in identifying fake news. We also find
negative but insignificant effects on identifying true news, driven by female
respondents. Our results suggest that educational interventions can enable
information discernment but their effectiveness critically depends on how well
their features and delivery are customized for the population of interest.
