Video as a new teaching tool to increase student motivation edna bravo
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Video as a new teaching tool to increase student motivation Edna Bravo, Department of Management Technical University of Catalonia Barcelona, Spain edna.bravo@upc.edu Beatriz Amante, Department of engineering projects Technical University of Catalonia Barcelona, Spain beatriz.amante@upc.edu Pep Simo, Mihaela Enache, Vicenc Fernandez Department of
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![Video as a new teaching tool to increase student motivation Edna Bravo, Department of
Management Technical University of Catalonia Barcelona, Spain edna.bravo@upc.edu Beatriz
Amante, Department of engineering projects Technical University of Catalonia Barcelona, Spain
beatriz.amante@upc.edu Pep Simo, Mihaela Enache, Vicenc Fernandez Department of
Management Technical University of Catalonia Barcelona, Spain Abstract— The main objective
of this research is to explore the results of the use of videos as an educational tool which helps
increasing students’ motivation in any discipline. The study is based on several streaming videos
created as a support material for learning and used by 12 lecturers with 487 students in three
different degrees of engineering (Mechanical, Industrial and Management, and Aeronautical) at
the School of Industrial and Aeronautical Engineering of Terrassa (ETSEIAT). The paper describes
the different areas and ways in which this innovative learning tool has been used and
emphasizes the skills developed in each application. Finally, it presents the results of the impact
of the use of videos upon students’ motivation. Keywords-student motivation; Low Cost videos;
Higher Education; teaching; pedagogy I. INTRODUCTION It is widely accepted that student
motivation is a key element within the learning process [1]. The extant educational literature
has proven the positive effect of using new technologies as a support tool for enhancing
learning efficacy [2], [3]. These technologies capture students’ attention as students are
familiarized with them and they can easily use these tools. Among these tools, video has been
used ‘off-line’ for many years to support student learning in a variety of settings [4]. Nowadays,
a new concept called “low-cost educational video” has been defined as a short demonstration
stream video which has a very specific goal and has been created in a very short period of time,
with few resources and that can be combined or embedded within other materials of a course
[5]. This kind of video allows lecturers to eliminate a great number of the common problems
related to the video: the necessary resources (both budget and time) decrease, the process of
upgrading the videos is simplified, and it is possible to efficiently fit the video into the course
according to the lecturer paradigm. This shows that learning is created from the interaction
between motivational and cognitive variables [6]. The authors who analyze the use of
videostreaming as a learning tool have centered their research efforts on analyzing the
advantages and the disadvantages of using this new technological tool [7], [8], [9]. Nevertheless,
none of these studies have qualitatively examined the effect of the use of these tools upon
students´ motivation. An in-depth analysis of this effect may help lecturers develop contents
which are compatible with these new technologies, that in addition to meeting the educational
objectives of understanding, self-learning and efficiently should also exploit the full potential of
motivation, as one of the most important factors for obtaining positive results in the learning
process. Drawing on Shephard’s [10] research agenda regarding the use of videos as an
innovative teaching tool, this paper is aimed at exploring the effect of the use of videos for
assessing the enhancement of students’ learning motivation. The remainder of this paper is
structured as follows; next section presents a literature review on motivation; third section
explains the methodology we drew upon, and finally, fourth section describes the findings of the
exploratory qualitative research centered on the effect of the use of videos upon students’
motivation. II. LITERATURE REVIEW A. Motivation in Learning There is a link between motivation
and learning outcomes. Some authors consider that these results depend both on students'
prior knowledge and the factors that motivate them to learn [11]. Motivation is a process that
requires students to perform physical or mental activities for achieving their goals [12]. Learning](https://image.slidesharecdn.com/videoasanewteachingtooltoincreasestudentmotivationednabravo-210706150630/85/Video-as-a-new-teaching-tool-to-increase-student-motivation-edna-bravo-1-320.jpg)
![arises from the interaction between cognitive and motivational variables [1], [13]. Motivational
variables have been widely studied by the educational theories. These studies have found that
students’ intrinsic and extrinsic motivations have a high impact upon the learning process. Ryan
and Deci [14] defined intrinsic motivation as a motivation that originates within the individual.
According to these authors intrinsically motivated students learn because they are driven by an
inner sense of satisfaction. Extrinsic motivation refers to motivation that is generated by
external factors [15]. Thus, extrinsically motivated students achieve their learning objectives
entrusted to receive external rewards. Several theories on students’ motivational behavior have
emphasized the constructs of expectancy, value and affect [16], [17], [18]. Expectation refers to
students’ beliefs regarding what they hope to achieve by performing a certain task. The value
construct focuses on the reasons why students agree to perform certain academic tasks. Finally,
affect encompasses students’ concerns for academic tasks which are directly related to
psychological aspects such as the anxiety 978-1-61284-643-9/11/$26.00 ©2011 IEEE 2011 IEEE
Global Engineering Education Conference (EDUCON) – "Learning Environments and Ecosystems
in Engineering Educati
https://uii.io/NN75ceiM
https://uii.io/ylbg
https://uii.io/CKPwy](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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ENGL 421CHAPTER 10 ANALYTICAL REPORTS NAME________________.docx
ENGL 421
CHAPTER 10: ANALYTICAL REPORTS
NAME:__________________
ID:_____________________
SECTION:_____________
Task: Write an executive summary of the research article uploaded on your Moodle page. Your summary should paraphrase the article, highlighting its main points, methodology, result, discussion, and conclusions.
Short Research Report
164 December 2017, Vol. 9, No. 4 AJHPE
Teaching and assessment strategies require constant personal reflection
as to whether these approaches adequately prepare students to meet the
discipline-specific knowledge base of the profession (‘hard skills’), while
simultaneously developing behavioural and attitudinal skills that empower
them to become more socially aware and responsible citizens (‘soft skills’).[1]
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need from a basic medical science and clinically applied perspective, creates
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become popular in many medical training institutions. In anatomy, the
limited dissection potential of the cadaveric brain, and the complexity of
the three-dimensional stuctures within it, further creates a substrate for
innovative learning.
This case study highlights the effectiveness of a team project that
embraces the elements of hard and soft skills, team learning and self-directed
learning. Topics provided required the preparation and presentation of
models through a video clip as a newly created art form, so as to adopt the
contemporary social theme: selfies 2015. As it was an innovative curricular
activity, it was considered giving specific attention to and evaluating the
project from a student’s perspective. More importantly, the project provided
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become a requirement of most curricula.
Objectives
A class activity has been used as a strategy to integrate hard and soft skills
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art form, and to evaluate the students’ perception of the project in terms of
expanding subject knowledge, personal appeal and enjoyment, and future
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Methods
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not taught through formal lectures and practicals. For these topics, student
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Integrating technology into instruction means using learning technologies to introduce, reinforce, supplement, and extend skills, not just using computers. True integration requires a change in how classes are traditionally conducted that improves instruction to a higher level not possible without technology. It involves teachers planning how and when technology fits into the teaching and learning process, setting instructional strategies to address specific issues, and using technology to provide opportunities to respond to these issues.
EDU210 - Module 12 TPACK Reflection
This document discusses the TPACK framework, which analyzes the ideal combination of technological and pedagogical choices made by a teacher to effectively convey content. It can be visualized as a Venn diagram showing overlap between technological, pedagogical, and content knowledge. The goal is for teachers to develop equal interactions between these three domains over time. Examples are given of how the author used various technologies like Blendspace, SMART boards, and Edmodo to integrate technology and convey content knowledge in pedagogically sound ways in accordance with the TPACK model.
Lecture 2 technology integration planning model
This document discusses factors that influence teachers' decisions to adopt new educational technologies. Teachers are more likely to use technology-based methods if they perceive a "relative advantage" over traditional methods, such as offering benefits supported by research. When deciding learning objectives and assessments, teachers typically refer to general outcome statements from state and district standards to identify specific goals for students.
Basic concepts on integrating technology in instruction
The document discusses exemplary technology integration in classrooms. It describes how technology should be woven into teaching patterns, not just used for rest periods or solely to teach computer skills. It also discusses helping teachers effectively integrate technology by learning the basics, using technology to support instruction, integrating new tools, and focusing on cooperative projects with technology as one of many tools. Technology integration takes time and progresses from basic to more complex uses as teachers advance in their skills.
Final presentation1
This document summarizes a research article about technology integration in education. It discusses factors that affect how teachers use technology, including their understanding of curriculum, experience levels, and training. It also covers approaches to educational technology use and the need for technology integration rather than just adding technology. The document emphasizes that research findings may not generalize across educational levels and more long-term studies are needed to develop understanding of effective technology integration over time.
Marcus Thompson Multimedia Principle
The multimedia principle states that people learn better from words and images rather than just words alone. It works on the idea that combining text and graphics engages learners more in active learning by drawing connections between the two. Static images are easier to produce for e-learning but animations may better illustrate processes over time, though they risk overloading learners. While words alone can convey information, combining them with graphics activates deeper cognitive processing. There is evidence people learn more from multimedia instruction, though more research is still needed on its long term effects and benefits.
Technology integration and the leraning process
The document discusses the learning process model FUIRE for technology integration. FUIRE stands for familiarization, utilization, integration, reorientation, and evolution. It describes each phase of the model. Familiarization involves initial exposure to technology. Utilization is when a teacher tries out technology in the classroom. Integration occurs when tasks are consciously assigned to technology. Reorientation requires reconsidering the classroom focus on student learning. Evolution serves as a reminder that education must continue adapting.
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Lesson 4. Basic Concept of Integrating Technology in Instruction
Lesson 4. Basic Concept of Integrating Technology in Instruction
EdTech1 C1: My Learning Journey in Educational Technology 1
EdTech1 C1: My Learning Journey in Educational Technology 1
TPACK: A New Dimension to EFL Teachers’ PCK (liu et.al, 2014) by zainal 'arifin
TPACK: A New Dimension to EFL Teachers’ PCK (liu et.al, 2014) by zainal 'arifin
TPACK as a Framework for Technology Driven Teaching and Learning
TPACK as a Framework for Technology Driven Teaching and Learning
Basic concepts on integrating technology in instruction
Basic concepts on integrating technology in instruction
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Lecturers’ checklist instrument to monitor students’ understanding in distanc...
Lecturers’ checklist instrument to monitor students’ understanding in distanc...Journal of Education and Learning (EduLearn)
This paper aimed at exploring the results of participant self monitoring using
a checklist instrument in distance learning with flipped classroom setting.
The participants were 11 lecturers of Bioprocess Engineering Study Program
at Institut Teknologi Del (IT Del), Indonesia. The objective of the checklist
instrument was for the lecturers to monitor their students’ understanding
about the lessons given each week. The data generated from the instrument
was analysed descriptively. The results found that pre-class, in-class and outclass
are
important
parts of learning in flipped classroom setting. The data
showed that 56% of students achieved good understading of the knowledge
taught by their lecturers. The same idea as in-class, attendance checking and
interaction between students and lecturers had a key factor in the learning
process. It was found that students’ understanding increased by 20% (very
good), 62% (good) and 18% (moderate) through questions and answers,
discussions, and tests at the end of class. Those were the modes of
interactions that had been done in class. In line with an
out-class checklist, giving assignments and feedback could improve students
understanding into the level of very good (61%), good (27%) and
sufficient (10%). with using a checklist tool, participants in this study selfmonitored
their progress in a flipped classroom while taking distance
learning courses online to improve the quality of their class. Impact of Student Satisfaction on Teaching Practice: A Case Study of Engineer...
This article presents the results of a student satisfaction study of an engineering program in relation to the quality of training received. The objective is to evaluate the existing system and propose a qualitative approach directing teaching practices to better meet the expectations of different stakeholders. As an indicator of performance of the process of teaching, descriptive statistical analysis of the level of student satisfaction evaluated using a questionnaire will confirm the usefulness of the proposed conceptual framework to improve the quality of training.
ENGL 421CHAPTER 10 ANALYTICAL REPORTS NAME________________.docx
ENGL 421
CHAPTER 10: ANALYTICAL REPORTS
NAME:__________________
ID:_____________________
SECTION:_____________
Task: Write an executive summary of the research article uploaded on your Moodle page. Your summary should paraphrase the article, highlighting its main points, methodology, result, discussion, and conclusions.
Short Research Report
164 December 2017, Vol. 9, No. 4 AJHPE
Teaching and assessment strategies require constant personal reflection
as to whether these approaches adequately prepare students to meet the
discipline-specific knowledge base of the profession (‘hard skills’), while
simultaneously developing behavioural and attitudinal skills that empower
them to become more socially aware and responsible citizens (‘soft skills’).[1]
Integrating soft skills with hard skills is a conceptual principle that higher edu-
cation promotes and requires, more recently popularised as ‘graduate attri-
butes’.[2] Adapting teaching and assessment practices towards addressing this
need from a basic medical science and clinically applied perspective, creates
the opportunity and platform to be innovative in identifying new strategies
and expanding on conventional practices. Consequently, team learning has
become popular in many medical training institutions. In anatomy, the
limited dissection potential of the cadaveric brain, and the complexity of
the three-dimensional stuctures within it, further creates a substrate for
innovative learning.
This case study highlights the effectiveness of a team project that
embraces the elements of hard and soft skills, team learning and self-directed
learning. Topics provided required the preparation and presentation of
models through a video clip as a newly created art form, so as to adopt the
contemporary social theme: selfies 2015. As it was an innovative curricular
activity, it was considered giving specific attention to and evaluating the
project from a student’s perspective. More importantly, the project provided
a simple strategy that can be used to integrate hard and soft skills, as has
become a requirement of most curricula.
Objectives
A class activity has been used as a strategy to integrate hard and soft skills
through the concept of a popular social theme related to the creation of an
art form, and to evaluate the students’ perception of the project in terms of
expanding subject knowledge, personal appeal and enjoyment, and future
considerations.
Methods
Each team, comprising 5 - 6 students, was allocated a topic in neuroanatomy
and was required to prepare a model to demonstrate a particular aspect.
Each of the three topics formed part of the neuroanatomy syllabus, but was
not taught through formal lectures and practicals. For these topics, student
teams were required to prepare a model relevant to the topic and produce
a 15-minute video clip incorporating the model as a class presentation.
Typically, each of the ...
Development of Indonesian National Qualification Framework-Based teaching mod...
The learning model developed in this study is a whole series of presentation of teaching material that covers all aspects before being and after learning conducted by lecturers by including teaching materials in the teaching and learning process. The learning model developed is called QI MODELS with the syntax: Goals, Observation, Project, Discussion, Task, Practice, Meaningful, Justification, and Evaluation. Teaching material contains a set of material from the course "Instructional Media Design" that is arranged systematically so that lecturers and students can use it in the learning process in an atmosphere and a comfortable environment for learning. To see the effectiveness of the product an analysis of the learning outcomes of the 26 students taught using the Instructional Media Design textbook developed, and compared with the learning outcomes of students in the class taught with presentation material. Based on the analysis, the average value of basic competencies using instructional materials for Indonesian National Qualification Framework (INQF)-based Instructional Media Design is higher than the average value of students who use presentation materials. Testing the hypothesis used is a different test. From the calculation results obtained tcount = 7.63 while ttable = 2.01. Because tcount = 7.63>ttable = 2.01, it was concluded that there was a significant difference in students' learning achievement using Instructional Media Design textbooks and using presentation material. The effectiveness of the use of Instructional Media Design textbooks is 79.09%.
009 icemi2014 h00014
The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
5009a270
IEEE 13th International Conference on Advanced Learning Technologies / Interactive Video enhanced learning-teaching process for digital native students
Jones (2020) Engaging learners with team-based learning (TBL)
This document summarizes an action research project that tested augmenting a project-based learning curriculum with elements of team-based learning. The project involved 28 students in a Beer Industry Project class. It describes the key principles and instructional methods of project-based learning and team-based learning. It then provides a week-by-week overview of how the class was structured, including introducing content through videos and readings, having students complete individual and team readiness assurance tests to check their understanding, forming permanent project teams, and having team application activities and discussions. The goal was to improve learner engagement with the out-of-class assignments and address the wide range of student proficiency levels through the team-based learning approach.
Enhancing the Retention of Lectured-Information for Higher Education Students...
Note-taking is an important skill to be taught to the
learners so that it can be used as a tool for them to perceive
and retrieve the lectured information; especially during
Theory courses dealing with intense information. Keeping this
in mind I tailored my study which could examine whether
Note-Taking, Note-making and Note-reviewing can improve
the retention skills of my learners and whether these retention
skills can be later used by them to recall the retained–
information. I tried to measure these retention skills by using
customized retention tests to observe the resulted pattern. The
research question that guided my study was ―How efficiently
the Notes-Taking, Notes-Making and Notes-Reviewing can
improve the short term retention of lecture-information for
the learners in Higher Education at lower level of academic
program (Interior design) with respect to free recall, accuracy
and comprehension type of questions ?‖. This qualitative
research uses Primary data collected from 22 students.
Harmonious to some of the studies in the past, this study
reaffirmed the importance and vital impact of Notes taking
and reviewing on the short term retention of received
information. In addition a pattern was revealed that Notes
making enhances comprehension skills and notes reviewing
enhances accuracy skills.
An Application Of Flipped Classroom In Mathematics Teacher Education Programme
1) The document describes a study that examined the effectiveness of applying a flipped classroom model in a mathematics teacher education program in Indonesia.
2) Thirty-one pre-service teachers participated in the study, which collected data through observation, journals, and tests to analyze the impact of the flipped classroom both quantitatively and qualitatively.
3) The findings showed that flipped classroom promoted independent and collaborative learning, but some challenges were identified such as technical issues, recording skills, and the time-consuming nature of the model.
A Study Of Visual Design In PowerPoint Presentation Slide And Its Relationshi...
This study examined the relationship between visual design of PowerPoint presentation slides and learner engagement and satisfaction among 21 postgraduate students. Students viewed a lecture with visually non-designed slides and a lecture with visually designed slides. Questionnaires and observations found no significant relationship between visual design and engagement/satisfaction, but mean engagement and satisfaction scores were higher for the designed slides session. While visual design did not significantly impact engagement and satisfaction, comments indicated students preferred the designed slides and found them more interesting. The study suggests instructor teaching style, including sharing real-life examples, may influence learner engagement and satisfaction more than visual design alone. Further research is needed to better understand these relationships.
Online Instructional Design
This slide introduces about Online Instructional Design. For any enquiries pls contact nurfadhlina@upm.edu.my
Using Socrative to Enhance In-Class Student Engagement and Collaboration
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Using socrative to enhance in class
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Using Socrative to Enhance In-Class Student Engagement and Collaboration
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was
based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative
software. The structure of the questions was a blend of true/false, multiple choice and short answer
questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively
through student questionnaire. The results indicate that using student paced assessments method using
Socrative enhanced student’s performance. The results showed that 53% of the students improved their
performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in
teaching and learning for engineering modules in higher education
DFLP Final Copy Flexi Learning Plan
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
Students’ perceptions towards blended learning in
A study on the students’ attitudes and learning perceptions in blended learning approach in learning mathematics.
Blended learning student perception
This document discusses a study on students' perceptions of using a blended learning approach for teaching mathematics, specifically the application of integration. 30 engineering students participated in a blended learning course that combined traditional lectures, online tutorials and exercises, and face-to-face tutorial sessions. Students completed a questionnaire to evaluate their attitudes and perceptions towards blended learning. The results showed that students had positive perceptions of using the blended learning approach for learning application of integration.
An Approach to Skill Mapping in Online Courses
This document discusses the Open Learning Initiative's (OLI) process for modeling knowledge components and skills in online courses. OLI develops online courses based on learning science principles with the goal of providing targeted feedback and goal-directed practice. Courses are broken down into learning objectives, skills, and assessment activities. Domain experts and learning engineers collaborate to map skills to objectives and activities. This initial skills map is then refined iteratively based on student performance data and feedback from evaluations.
ARTIKEL PBL IJCRT JOURNAL
This document discusses a study that compares the effects of two problem-based learning strategies - one using the internet and one not using the internet - on student achievement. The study was conducted on sports coaching undergraduate students in Surabaya, Indonesia, randomly assigning students to experimental and control groups. The experimental group used problem-based learning strategies with internet resources, while the control group did not use the internet. Test results showed that the average post-test score was higher for students using internet resources as part of problem-based learning.
Design and development workshop interior design and furniture section
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
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Lecturers’ checklist instrument to monitor students’ understanding in distanc...
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ENGL 421CHAPTER 10 ANALYTICAL REPORTS NAME________________.docx
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Development of Indonesian National Qualification Framework-Based teaching mod...
Development of Indonesian National Qualification Framework-Based teaching mod...
Jones (2020) Engaging learners with team-based learning (TBL)
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An Application Of Flipped Classroom In Mathematics Teacher Education Programme
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Using Socrative to Enhance In-Class Student Engagement and Collaboration
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Design and development workshop interior design and furniture section
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Video as a new teaching tool to increase student motivation edna bravo
- 1. Video as a new teaching tool to increase student motivation Edna Bravo, Department of Management Technical University of Catalonia Barcelona, Spain edna.bravo@upc.edu Beatriz Amante, Department of engineering projects Technical University of Catalonia Barcelona, Spain beatriz.amante@upc.edu Pep Simo, Mihaela Enache, Vicenc Fernandez Department of Management Technical University of Catalonia Barcelona, Spain Abstract— The main objective of this research is to explore the results of the use of videos as an educational tool which helps increasing students’ motivation in any discipline. The study is based on several streaming videos created as a support material for learning and used by 12 lecturers with 487 students in three different degrees of engineering (Mechanical, Industrial and Management, and Aeronautical) at the School of Industrial and Aeronautical Engineering of Terrassa (ETSEIAT). The paper describes the different areas and ways in which this innovative learning tool has been used and emphasizes the skills developed in each application. Finally, it presents the results of the impact of the use of videos upon students’ motivation. Keywords-student motivation; Low Cost videos; Higher Education; teaching; pedagogy I. INTRODUCTION It is widely accepted that student motivation is a key element within the learning process [1]. The extant educational literature has proven the positive effect of using new technologies as a support tool for enhancing learning efficacy [2], [3]. These technologies capture students’ attention as students are familiarized with them and they can easily use these tools. Among these tools, video has been used ‘off-line’ for many years to support student learning in a variety of settings [4]. Nowadays, a new concept called “low-cost educational video” has been defined as a short demonstration stream video which has a very specific goal and has been created in a very short period of time, with few resources and that can be combined or embedded within other materials of a course [5]. This kind of video allows lecturers to eliminate a great number of the common problems related to the video: the necessary resources (both budget and time) decrease, the process of upgrading the videos is simplified, and it is possible to efficiently fit the video into the course according to the lecturer paradigm. This shows that learning is created from the interaction between motivational and cognitive variables [6]. The authors who analyze the use of videostreaming as a learning tool have centered their research efforts on analyzing the advantages and the disadvantages of using this new technological tool [7], [8], [9]. Nevertheless, none of these studies have qualitatively examined the effect of the use of these tools upon students´ motivation. An in-depth analysis of this effect may help lecturers develop contents which are compatible with these new technologies, that in addition to meeting the educational objectives of understanding, self-learning and efficiently should also exploit the full potential of motivation, as one of the most important factors for obtaining positive results in the learning process. Drawing on Shephard’s [10] research agenda regarding the use of videos as an innovative teaching tool, this paper is aimed at exploring the effect of the use of videos for assessing the enhancement of students’ learning motivation. The remainder of this paper is structured as follows; next section presents a literature review on motivation; third section explains the methodology we drew upon, and finally, fourth section describes the findings of the exploratory qualitative research centered on the effect of the use of videos upon students’ motivation. II. LITERATURE REVIEW A. Motivation in Learning There is a link between motivation and learning outcomes. Some authors consider that these results depend both on students' prior knowledge and the factors that motivate them to learn [11]. Motivation is a process that requires students to perform physical or mental activities for achieving their goals [12]. Learning
- 2. arises from the interaction between cognitive and motivational variables [1], [13]. Motivational variables have been widely studied by the educational theories. These studies have found that students’ intrinsic and extrinsic motivations have a high impact upon the learning process. Ryan and Deci [14] defined intrinsic motivation as a motivation that originates within the individual. According to these authors intrinsically motivated students learn because they are driven by an inner sense of satisfaction. Extrinsic motivation refers to motivation that is generated by external factors [15]. Thus, extrinsically motivated students achieve their learning objectives entrusted to receive external rewards. Several theories on students’ motivational behavior have emphasized the constructs of expectancy, value and affect [16], [17], [18]. Expectation refers to students’ beliefs regarding what they hope to achieve by performing a certain task. The value construct focuses on the reasons why students agree to perform certain academic tasks. Finally, affect encompasses students’ concerns for academic tasks which are directly related to psychological aspects such as the anxiety 978-1-61284-643-9/11/$26.00 ©2011 IEEE 2011 IEEE Global Engineering Education Conference (EDUCON) – "Learning Environments and Ecosystems in Engineering Educati https://uii.io/NN75ceiM https://uii.io/ylbg https://uii.io/CKPwy