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This study explored the effectiveness of video as a tool to either complement or replace existing lecturedemonstration training for small farmer groups. The effectiveness of video in decreasing the knowledge gap among farmers who differ by gender was also evaluated. Quantitative and qualitative data were gathered through a quasi-experiment including a pretest and a posttest design with three experimental groups. Results showed that video could be an effective complement and replacement for the traditional lecturedemonstration training method. Video alone or video plus traditional lecture-demonstration was as effective as traditional training in increasing learning. The training method that included both video and traditional lecture-demonstration was especially effective for groups with relatively low prior knowledge of the training topic. However, video only was not as effective as traditional training or traditional training plus video in decreasing gaps in learning between men and women. Video has advantages in rural areas because it does not require face-to-face presentation by skilled trainers. Video might be an attractive alternative or supplement if the production cost is low enough, or if traditional lecture-demonstration cannot meet the demand for training. Using local actors, shooting video in the local environment and using local languages add to video's advantages for training purposes. When used to demonstrate a farming technique or practice in a group setting, videos were found to enhance interaction (e.g. discussion and peer learning) among farmers.

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Securing the adoption of scalable agro-educational information and communication technology (ICT) solutions by farmers remains one of the international development community's most elusive goalsin part due to two key gaps in the data: (1) limited comparisons of competing knowledge-delivery methods, and (2) few to no follow-ups on long-term knowledge retention and solution adoption. Addressing both of these gaps, this follow-up study measures farmer knowledge retention and solution adoption two years after being trained on an improved postharvest bean storage method in northern Mozambique. The results found animated-video knowledge delivery at least as effective as a traditional extension approach for knowledge retention (97.9%) and solution adoption (89%). As animated video can more cost-effectively reach the widesteven geographically isolatedpopulations, it readily complements extension services and international development community efforts to secure knowledge transfer and recipient buy-in for innovations. Implications and future research for adult learning are also discussed. KEYWORDS Adoption and diffusion of IT and rate of uptake; development issues; scalable infrastructures for development; development Issues; sustainable development in developing and transition economies; development issues Significance statement This research demonstrates an effective and cost-efficient animated video strategy for securing longterm knowledge retention and increased solution uptake by solution recipients. At a two-year followup assessment of prior training, participant knowledge retention of the steps required for preparing and using an improved postharvest bean storage system was 97.9%, while the adoption rate for the improved storage method was 89%. Among the 104 participants, a total of 96 (92.3%) also reported telling an average 8.49 other farmers about the postharvest bean storage technique, while a total of 57 (54.8%) reported demonstrating the technique to an average 6.35 others.