Enhancing Motivational Interviewing Self-Efficacy: A Comparative Study of the Virtual Motivational Interviewing (VMI) App In Online and In-Person Msw Education

Background and Purpose:

Schools of Social Work frequently utilize role-play and simulation to enhance students' clinical skills, such as those in Motivational Interviewing, and improve learning outcomes. Research indicates that such simulation-based practice builds essential clinical skills, confidence, and self-efficacy (Bragg, et al, 2020; Hodorowicz et al., 2020). While traditional simulations are often in-person, technology-enhanced simulations—specifically smartphone applications—are increasingly popular and have demonstrated success in building Motivational Interviewing (MI) skills. The researchers have been developing the Virtual Motivational Interviewing (VMI) App to provide a safe, controlled environment for students to practice complex, real-world interactions without risk. Building on previous research regarding the app's usability and effectiveness in skill acquisition, and incorporation of learning theories, this study aims to evaluate how the VMI app impacts MI self-efficacy across in-person and online courses at a large west coast university’s MSW program.

Methods:

A sample of 187 MSW students enrolled in a first semester practice education course participated in the study. The research utilized a four-arm quasi-experimental design across 18 classes to test the adoption of the VMI app. Students were divided into four groups:

• Group 1: On-campus sections not offering the app (N=54).

• Group 2: On-campus sections offering the app (N=41).

• Group 3: Online sections not offering the app (N=43).

• Group 4: Online sections offering the app (N=49).

Participants in the courses that were offering the app received an introduction to VMI and were encouraged to practice as much as they would like in the app. Data were collected via the app and surveys to capture demographics, app engagement, and student experience. Improved efficacy was measured using pre- and post-test scores from the Motivational Interviewing Confidence Scale (Larson & Martin, 2021).

A regression model was used to assess the impact of practice in the VMI had on student experience and MI efficacy. Whether or not, the student was enrolled in an online or in-person course will be measured as a cofounding variable to assess effects.

Results:

The study evaluates the comparative effectiveness of having the supplemental VMI app versus solely "learning as usual" in both in-person and online classrooms. Analysis focuses on the extent to which VMI app engagement correlates with significant increases in MI self-efficacy. A previous RCT study (Benson et al., 2025) of the VMI app has indicated that users demonstrate significantly increased levels MI skill acquisition when using VMI. This larger study expands those findings by assessing how the frequency of app use, its supplementation to traditional course material, and the course delivery format (online vs. in-person) influence these efficacy gains.

Conclusions and Implications:

This study highlights the potential of mobile technology to provide accessible, effective tools for clinical skill development. The VMI app may serve as a pivotal component in social work curriculum, offering ongoing learning opportunities that supplement primary classroom education by providing additional skill practice opportunities. Equipping students with higher self-efficacy through safe simulation, hope to better prepare them to engage positively with families and clients in their future professional practice.