The document discusses John Keller's ARCS Model of Motivational Design, which is a prescriptive model for motivating learners. The ARCS model focuses on gaining Attention through perceptual or inquiry arousal, ensuring Relevance by emphasizing how the learning relates to the learner's experiences and goals, building Confidence through clear objectives and meaningful successes, and providing Satisfaction through opportunities to apply skills and receive feedback. The model aims to engage and motivate learners at each stage of the instructional design process.
2. Introduction
• Motivating the learner to engage with the learning is a
critical part of the learning process. There are a number
of descriptive and prescriptive models that examine how
the instructional design can be used to provide this
motivation.
• The ARCS Model of Motivational Design is one of the
best-known prescriptive models. It was developed by
John M. Keller of Florida State University (Keller,
1983,1987) in the context of classroom instruction.
According to John Keller (1988), there are four steps in
the instructional design process — Attention,
Relevance, Confidence, & Satisfaction (ARCS).
3.
4. Attention
• Attention can be gained in two ways:
• Perceptual arousal - uses surprise or
uncertainly to gain interest. Uses novel,
surprising, incongruous, and uncertain events.
5. • Inquiry arousal - stimulates curiosity by posing
challenging questions or problems to be
solved. Stimulates information seeking
behavior by posing or having the learner
generate questions or a problem to solve.
Maintain interest by varying the elements of
instruction.
6. Methods for grabbing the learners'
attention include:
• Specific examples - Use a visual stimuli, story, or
biography.
• Active Participation or Hands-on - Involve the
learners with role playing, games, lab work, or
other simulations that allows them to get them
involved with the material or subject matter.
7. • Incongruity and Conflict - Pose facts or
statements that run contrary to the learner's
previous experiences. Play devils advocate while
discussing the subject to be covered.
• Inquiry - Stimulate curiosity by posing questions
or problems for the learners to solve. It may
include such activities as brainstorming or
performing team research.
8. • Humor - Break up
monotony and maintain
interest by lightening
the subject. However,
too much humor
distracts from your main
topic. The goal is to hold
your learner's attention,
not to become a stand
up comedian.
9. • Variability - Combine a variety of methods in
presenting material. For example, a 15 lecture,
watch a video, then divide the classroom into
groups to review the material and to answer
questions posed by it. Using a variety of
methods reinforces the material and helps to
incorporate a variety of learning styles.
10. • The first step, gaining the learner's attention,
is normally relatively easy; the key is to then
maintain their attention at an optimal level
after grabbing them. You have to keep them
from becoming bored nor over stimulate
them (arousal).
11. Relevance
Emphasize relevance within
the instruction to increase
motivation by using concrete
language and examples with
which the learners are
familiar. They are six major
strategies For accomplishing
this:
• Experience - Tell the learners
how the new learning will use
their existing skills. We best
learn by building upon our
preset knowledge or skills.
12. • Present Worth - What will the subject matter
do for me today?
• Future Usefulness - What will the subject
matter do for me tomorrow?
13. • Needs Matching - Take advantage of the
dynamics of achievement, risk taking, power, and
affiliation (see Maslow's Hierarchy of Needs).
• Modeling - First of all, "be what you want them to
do!" Other strategies include guest speakers,
videos, and having the learners who finish their
work first to serve as tutors.
• Choice - Allow the learners to use different
methods to pursue their work or allowing s choice
in how they organize it.
14. Confidence
Allow the learners to succeed! However,
present a degree of challenge that provides
meaningful success:
• Provide Objectives and Prerequisites - Help
students estimate the probability of success by
presenting performance requirements and
evaluation criteria. Ensure the learners are
aware of performance requirements and
evaluative criteria.
15. • Grow the Learners - Every learning journey
begins with a single step that builds upon itself.
This allows a number of small success that gets
more challenging with every step. Learners
should understand that there is a correlation
between the amount of energy they put into a
learning experience and the amount of skill and
knowledge they will gain from that experience.
16. • Feedback - Provide feedback and support
internal attributions for success.
• Learner Control - Learners should feel some
degree of control over their learning and
assessment .They should believe that their
success is a direct result of the amount of
effort they have put forth.
17. Satisfaction
Satisfaction is based upon motivation, which can
be intrinsic or extrinsic.
• Provide opportunities to use newly acquired
knowledge or skill in a real or simulated setting.
Provide feedback and reinforcements that will
sustain the desired behavior. If learners feel good
about learning results, they will be motivated to
learn. Some basic rules are:
• Do not annoy the learner by over-rewarding
simple behavior.
18. • If negative consequences are too entertaining
the learners may deliberately choose the
wrong answer.
• Using too many extrinsic rewards may eclipse
the instruction.
• Notice that satisfaction is closely related to
confidence. If you allow the learners to build
confidence, satisfaction will follow if the task
remains challenging.
19. Conclusion
• B.F. Skinner had a major influence on ID
through behaviorism and programmed
instruction. He believed the best way for
creating a good learning environment was to
identify the desired behavior, then create
situations in which successive approximations
of the behavior would occur and be
reinforced.
