#FactCheck- AI-Generated Video Falsely Claims Free Mobile Phones for Ration Card Holders

Executive Summary

Amid heightened tensions following Israel and US actions against Iran, a video is being widely shared on social media. The footage shows thick black smoke rising into the sky from a location, suggesting a major explosion or attack. However, research conducted by the CyberPeace found the viral claim to be misleading. Our research  revealed that the video is not recent and has no connection to the current Israel-Iran tensions. In fact, the footage is nearly a year old and shows a fire at a casino in Mexico, now being shared out of context.

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Claim

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Users circulating the video claim that it shows an attack on Tel Aviv, Israel. On March 1, 2026, a user on X shared the clip with the caption, “Iran has drained the oil out of Tel Aviv,” implying a devastating retaliatory strike. (Post and archive links provided above.)

• https://x.com/jeetusp/status/2027970225577373789 
• https://archive.is/h6t79#selection-569.0-592.0 

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Fact Check:

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To verify the authenticity of the video, we extracted key frames and performed a reverse image search using Google Lens. During the search, we found the same visuals in a Spanish media report published on January 16, 2025. This confirmed that the video predates the ongoing geopolitical developments.

• https://cronicadexalapa.com.mx/reportan-incendio-del-casino-royal-park-en-culiacan-y-ultiman-a-mando/ 

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According to the report, the footage shows a fire at the Royal Park Casino located inside the Cinépolis plaza in Culiacán, Mexico. Local outlet Meganoticias Culiacán reported on X that the casino was “completely burned down.” The structure reportedly collapsed following the blaze, and emergency responders confirmed that several people were injured. Further keyword searches led us to the same footage on the official YouTube channel of Milenio, uploaded on January 17, 2025. The report clearly states that the fire occurred at the Royal Yacht Casino in Mexico and is unrelated to any recent military developments.

• https://youtu.be/jRe0mGMM0-U 

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Conclusion

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Evidence gathered during our research  clearly establishes that the viral video is not related to any missile attack by Iran on Israel. The claim is false. The footage is from a fire incident at a casino in Mexico and is being misleadingly shared in the context of current international tensions, potentially creating unnecessary panic and confusion.

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Social media users are widely sharing a video claiming to show an aircraft carrier being destroyed after getting trapped in a massive sea storm. In the viral clip, the aircraft carrier can be seen breaking apart amid violent waves, with users describing the visuals as a “wrath of nature.”

However, CyberPeace Foundation’s research has found this claim to be false. Our fact-check confirms that the viral video does not depict a real incident and has instead been created using Artificial Intelligence (AI).

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Claim:

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An X (formerly Twitter) user shared the viral video with the caption,“Nature’s wrath captured on camera.”The video shows an aircraft carrier appearing to be devastated by a powerful ocean storm. The post can be viewed here, and its archived version is available here.

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https://x.com/Maailah1712/status/2011672435255624090 

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Fact Check:

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At first glance, the visuals shown in the viral video appear highly unrealistic and cinematic, raising suspicion about their authenticity. The exaggerated motion of waves, structural damage to the vessel, and overall animation-like quality suggest that the video may have been digitally generated. To verify this, we analyzed the video using AI detection tools.

The analysis conducted by Hive Moderation, a widely used AI content detection platform, indicates that the video is highly likely to be AI-generated. According to Hive’s assessment, there is nearly a 90 percent probability that the visual content in the video was created using AI.

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Conclusion

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The viral video claiming to show an aircraft carrier being destroyed in a sea storm is not related to any real incident.It is a computer-generated, AI-created video that is being falsely shared online as a real natural disaster. By circulating such fabricated visuals without verification, social media users are contributing to the spread of misinformation.

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Introduction

The unprecedented rise of social media, challenges with regional languages, and the heavy use of messaging apps like WhatsApp have all led to an increase in misinformation in India. False stories spread quickly and can cause significant harm, like political propaganda and health-related mis/misinformation. Programs that teach people how to use social media responsibly and attempt to check facts are essential, but they do not always connect with people deeply. Reading stories, attending lectures, and using tools that check facts are standard passive learning methods used in traditional media literacy programs. 

Adding game-like features to non-game settings is called "gamification," it could be a new and interesting way to answer this question. Gamification involves engaging people by making them active players instead of just passive consumers of information. Research shows that interactive learning improves interest, thinking skills, and memory. People can learn to recognise fake news safely by turning fact-checking into a game before encountering it in real life. A study by Roozenbeek and van der Linden (2019) showed that playing misinformation games can significantly enhance people's capacity to recognise and avoid false information.

Several misinformation-related games have been successfully implemented worldwide:

• The Bad News Game – This browser-based game by Cambridge University lets players step into the shoes of a fake news creator, teaching them how misinformation is crafted and spread (Roozenbeek & van der Linden, 2019).
• Factitious – A quiz game where users swipe left or right to decide whether a news headline is real or fake (Guess et al., 2020).
• Go Viral! – A game designed to inoculate people against COVID-19 misinformation by simulating the tactics used by fake news peddlers (van der Linden et al., 2020).

For programs to effectively combat misinformation in India, they must consider factors such as the responsible use of smartphones, evolving language trends, and common misinformation patterns in the country. Here are some key aspects to keep in mind:

1. Vernacular Languages

There should be games in Hindi, Tamil, Bengali, Telugu, and other major languages since that is how rumours spread in different areas and diverse cultural contexts. AI voice conversation and translation can help reduce literacy differences. Research shows that people are more likely to engage with and trust information in their native language (Pennycook & Rand, 2019).

2. Games Based on WhatsApp

Interactive tests and chatbot-powered games can educate consumers directly within the app they use most frequently since WhatsApp is a significant hub for false information. A game with a WhatsApp-like interface where players may feel like they are in real life, having to decide whether to avoid, check the facts of, or forward messages that are going viral could be helpful in India.

3. Detecting False Information

As part of a mobile-friendly game, players can pretend to be reporters or fact-checkers and have to prove stories that are going viral. They can do the same with real-life tools like reverse picture searches or reliable websites that check facts. Research shows that doing interactive tasks to find fake news makes people more aware of it over time (Lewandowsky et al., 2017).

4. Reward-Based Participation

Participation could be increased by providing rewards for finishing misleading challenges, such as badges, diplomas, or even incentives on mobile data. This might be easier to do if there are relationships with phone companies. Reward-based learning has made people more interested and motivated in digital literacy classes (Deterding et al., 2011).

5. Universities and Schools 

Educational institutions can help people spot false information by adding game-like elements to their lessons. Hamari et al. (2014) say that students are more likely to join and remember what they learn when there are competitive and interactive parts to the learning. Misinformation games can be used in media studies classes at schools and universities by using models to teach students how to check sources, spot bias, and understand the psychological tricks that misinformation campaigns use.

What Artificial Intelligence Can Do for Gamification

Artificial intelligence can tailor learning experiences to each player in false games. AI-powered misinformation detection bots could lead participants through situations tailored to their learning level, ensuring they are consistently challenged. Recent natural language processing (NLP) developments enable AI to identify nuanced misinformation patterns and adjust gameplay accordingly (Zellers et al., 2019). This could be especially helpful in India, where fake news is spread differently depending on the language and area.

Possible Opportunities

Augmented reality (AR) scavenger hunts for misinformation, interactive misinformation events, and educational misinformation tournaments are all examples of games that help fight misinformation. India can help millions, especially young people, think critically and combat the spread of false information by making media literacy fun and interesting. Using Artificial Intelligence (AI) in gamified treatments for misinformation could be a fascinating area of study in the future. AI-powered bots could mimic real-time cases of misinformation and give quick feedback, which would help students learn more.

Problems and Moral Consequences

While gaming is an interesting way to fight false information, it also comes with some problems that you should think about:

• Ethical Concerns: Games that try to imitate how fake news spreads must ensure players do not learn how to spread false information by accident.
• Scalability: Although worldwide misinformation initiatives exist, developing and expanding localised versions for India's varied language and cultural contexts provide significant challenges.
• Assessing Impact: There is a necessity for rigorous research approaches to evaluate the efficacy of gamified treatments in altering misinformation-related behaviours, keeping cultural and socio-economic contexts in the picture.

Conclusion 

A gamified approach can serve as an effective tool in India's fight against misinformation. By integrating game elements into digital literacy programs, it can encourage critical thinking and help people recognize misinformation more effectively. The goal is to scale these efforts, collaborate with educators, and leverage India's rapidly evolving technology to make fact-checking a regular practice rather than an occasional concern.

As technology and misinformation evolve, so must the strategies to counter them. A coordinated and multifaceted approach, one that involves active participation from netizens, strict platform guidelines, fact-checking initiatives, and support from expert organizations that proactively prebunk and debunk misinformation can be a strong way forward.

References

• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". Proceedings of the 15th International Academic MindTrek Conference.
• Guess, A., Nagler, J., & Tucker, J. (2020). Less than you think: Prevalence and predictors of fake news dissemination on Facebook. Science Advances.
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?—A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences.
• Lewandowsky, S., Ecker, U. K., & Cook, J. (2017). Beyond misinformation: Understanding and coping with the “post-truth” era. Journal of Applied Research in Memory and Cognition.
• Pennycook, G., & Rand, D. G. (2019). Fighting misinformation on social media using “accuracy prompts”. Nature Human Behaviour.
• Roozenbeek, J., & van der Linden, S. (2019). The fake news game: actively inoculating against the risk of misinformation. Journal of Risk Research.
• van der Linden, S., Roozenbeek, J., Compton, J. (2020). Inoculating against fake news about COVID-19. Frontiers in Psychology.
• Zellers, R., Holtzman, A., Rashkin, H., Bisk, Y., Farhadi, A., Roesner, F., & Choi, Y. (2019). Defending against neural fake news. Advances in Neural Information Processing Systems.

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