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dc.contributor.authorMakira, Judy Njoki
dc.contributor.authorKimemia, John
dc.contributor.authorOndigi, S. R.
dc.date.accessioned2018-04-12T07:13:11Z
dc.date.available2018-04-12T07:13:11Z
dc.date.issued2015-07
dc.identifier.citationProceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18307
dc.descriptionPresentationen_US
dc.description.abstractThe use of e-resources in curriculum delivery promises better methods of content delivery. Among the various technologies currently available, video technology can be used for teaching and learning. The purpose of this study was to investigate the impact of video assisted instruction on learning motivation. The study examined whether video assisted instruction developed using David Jonassen’s constructivist principles and within the framework of Keller’s (1983) ARCS (Attention, Relevance, Confidence and Satisfaction) model of motivation can affect students’ learning motivation. The study concludes that videos are ideal for enhancing learning. However, this depends largely on how they are designed and used. It is also evident from this study that Jonassen’s theoretical arguments, more so, the characteristics of meaningful learning and the “mind tool concept” are highly effective in using videos to enhance learning motivation. Key words: Impact, Video Assisted Instruction, Learning Motivationen_US
dc.language.isoenen_US
dc.subjectImpacten_US
dc.subjectVideo Assisted Instructionen_US
dc.subjectLearning Motivationen_US
dc.titleImpact of video assisted instruction on students learning motivation-a position paperen_US
dc.title.alternativeBuilding Capacity Through Quality Teacher Educationen_US
dc.typePresentationen_US


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