Author: Rebecca Chin

Publisher:

Published: 2016

Total Pages:

ISBN-13:

"Agricultural technology transfer has traditionally been conducted through in-person training sessions between agricultural extension agents and farmers. However, this method is restricted in the number of targeted end-users reached. While there are many technologies that are ready for use, effective technology transfer must occur in order for improved practices to be adopted. The current challenges faced in agricultural technology transfer are the issues of scaling-up communication while doing so at a reasonable cost. The solution proposed in this study is the use of multimedia approaches to technology transfer via information and communication technologies (ICTs) since this delivery mechanism can reach a larger audience than in-person interactions. In addition, the audio and visual elements within a multimedia product can provide various pathways to learning, as described in learning theories, which may improve comprehension and overall technology transfer. It is proposed that multimedia products, containing multiple media elements, can yield effective technology transfer. Four multimedia products were studied: video, audio narration, song and illustrations. The technology that was transferred was a drying table for parboiled rice paddy. The study was conducted in Benin; thirty-six female parboilers from three villages were exposed to one multimedia product each. A knowledge questionnaire was administered before and after exposure to the respective multimedia products in order to measure knowledge gain. An applied knowledge task was evaluated in order to assess comprehension. A preference survey was also administered. There were significant effects of village and number of times that participants consulted the multimedia product on knowledge gain. The effect of the multimedia approaches were significant on knowledge gain in one of the villages (p=0.0396) where the gains were: 17.86% for illustrations, 15.48% for audio narration, 13.10% for song and 12.50% for video. The results from the applied knowledge task were affected by the percentage of the parboiling group that was exposed to the multimedia product (p=