The Effect of Interactive Multimedia Education on Knowledge and Attitude of High School Teachers About Prevention of Health-Risk Behaviors

Abstract

Background: Health risk behaviors among teenagers are common and schools considered as an ideal place for conducting preventions programs. Objectives: The current study aimed at determining the effect of interactive multimedia on knowledge and attitudes of high school teachers regarding prevention of students' health-risk behaviors. Patients and Methods: A total of 150 high school teachers were randomly assigned to intervention and control groups. Data were collected using a written test on knowledge and a rating scale for attitude towards health-risk behaviors. The educational contents were presented as booklets and multimedia CD-ROMs to the control and intervention groups, respectively. Pretest and posttest were administered before and four weeks after the intervention, respectively. Results: There was no significant difference between the intervention and control groups regarding the pre-and post-test knowledge and attitude mean scores. However, posttest mean scores of knowledge and attitude showed a significant increase in the two groups. Conclusions: Interactive multimedia, similar to booklets, could enhance teachers' knowledge and improve their attitudes toward the prevention of health-risk behaviors.

Effectiveness of Multimedia-Based Learning on the Improvement of Knowledge, Attitude, and Behavioral Intention toward COVID-19 Prevention among Nurse Aides in Taiwan: A Parallel-Interventional Study

“…This study showed similar results with the studies mentioned above, in those studies conducted in Taiwan and overseas, multimedia learning could improve knowledge, attitude, and behavioral intention [ 24 , 28 , 29 ]. However, Lahti, Hätönen, and Välimäki (2014) had a different finding in their systematic review study; there were 2491 nurses and nursing students were enrolled.…”

“…The study results revealed that the students who received lectures in a digital model had significantly better outcomes in knowledge acquirement, attitude, and satisfaction than those who received lectures in classrooms [27]. Momennasab et al (2018) investigated the effect of digital-based learning on the knowledge and attitude of 150 high school teachers about the prevention of health-risk behaviors in students. The result showed that both multimedia and booklets could enhance the teachers' knowledge and improve their attitudes toward the prevention of health-risk behaviors [28].…”

“…Momennasab et al (2018) investigated the effect of digital-based learning on the knowledge and attitude of 150 high school teachers about the prevention of health-risk behaviors in students. The result showed that both multimedia and booklets could enhance the teachers' knowledge and improve their attitudes toward the prevention of health-risk behaviors [28]. Chu et al (2019) examined the ability of new nurses to conduct pain assessment and treatment through multimedia and simulated scenario instruction.…”

The Effect of Interactive Multimedia And Illustrated Booklet On Knowledge, Attitude, And Behavior In Preventing Lower Back Pain Among Working Nurses: A Randomized Controlled Trial

“…In addition, Fary et al indicated that both of these educational methods led to better learning among physiotherapy students [12]. Momennasab et al compared the effects of booklet and multimedia methods on teachers' knowledge on preventing high-risk behaviors and reported that both approaches could affect teachers' knowledge [13].…”

“…A large number of studies have been conducted to compare the multimedia and conventional methods such as booklets and indicated that multimedia plays a more signi cant effect than conventional education on knowledge, skill, and self-e cacy [12], depression and anxiety [13], the severity of pain, overdramatization of pain, and coping with pain [14], as well as knowledge and skills among the patients [15].…”