Facilitated discussions increase learning gains from dialectically localized animated educational videos in Niger

Abstract

This study measured the knowledge transfer and appeal of information and communication technologies (ICTs) used to deliver education for sustainable development (ESD) content to farmers in Niger experiencing major crop losses from the insect pest Maruca vitrata. ICT-ESD content consisted of two dialectically localized and animated videos that address food security problems of cowpea insect herbivory and the shortage of integrated pest management strategies in rural Niger. Comparing pre-test/post-test knowledge transfer for both animated videos when either (1) watched alone (AVO), or (2) in conjunction with a facilitated group discussion prior to post-testing (AVD), results from 90 farmers in 3 rural Nigerien villages showed statistically significant knowledge transfer in both AVO and AVD groups and still greater gains in the AVD group. Importantly, while a majority of participants expressed a preference for learning from such animated videos and a willingness to share their new knowledge and the videos with others, this finding did not statistically significantly associate with education level, supporting the idea that AVO/AVD is an inclusive strategy for low-literate learners within developing-nation contexts. Recommendations and theoretical implications for ICT-ESD implementations in resource-limited areas are also discussed.