This paper examines the role of learner motivation--elements that arouse, sustain, and direct behavior--as the pivotal factor in education, and urges researchers to consider the motivational state of the individual learner in interaction with the instructional method. It is emphasized that a thorough understanding of the learner's personality, as well as his/her feelings and cognitions about him/herself, others, the medium, the task, and the demands of the task, is essential when designing a study of motivational factors. Three general goals for learning that are being investigated are identified: (1) motivating the learner to attend and participate in the learning activity; (2) motivating the learner to achieve both the designated learning outcomes and positive attitudes toward the content and process; and (3) continuing motivation, or helping the learner apply the learning in present and future situations. The best way to implement a motivational delivery program and which media can deliver such a program most effectively are two problems that should be addressed. It is noted that CBIV (computer-based interactive video) may be one medium with the potential of enhancing leaner motivation, and that its capabilities as a research tool should be further examined. (7 references) (CGD)