Effects of Interactive Multimedia Training on Knowledge, Attitudes, and Self-Efficacy of Social Work Students

Abstract

Objective Building Family Foundations (BFF), an interactive multimedia (1M) training curriculum for child welfare workers, and its use with baccalaureate social work students is described. Students’ attitudes toward technology and multimedia, instructional efficacy, and knowledge acquisition were examined. Method Social work students viewed selected units from BFF and completed pretests and posttests using the BFF Competency Rating Scale (CRS), the Child Welfare Knowledge Assessment (CWKA), and the Technology Rating Scale, adapted for use with multimedia. To provide a control group, items from a unit the students did not view were included in the BFF CRS and the CWKA. Results Significant differences between the pretest and posttest means were found. Users increased knowledge, developed a sense of competence in the subject area, and became more comfortable with the use of technology. Conclusion The results indicate that IM is an effective means of providing baccalaureate social work education.

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