Motive; Motivation An inner drive, impulse, etc. that causes one to act; incentive (Webster, 1996)

Acronym A R C S

John Keller, ARCS Model of Motivational design Devoted most of career to rectifying the lack of motivation in instructional systems theory and practices Considered a major contributor in the field B.A. Philosophy Doctrine in Instructional Systems Technology Minor in research & Evaluation and Organizational Behavior

Robert Gagne, (“Nine Events of Instruction”) and Keller Major influence Interest and attention component Focused on ability and will Incorporated theories of behaviorism, cognitivism, and humanism into model

Instructional System Design Model traditional Analyzes motivational problems Motivational strategies designed Strategies implemented Evaluate consequences Suggest effective strategies while implementing model

The ARCS Model of Motivational Design Attention, Relevance, Confidence, Satisfaction Meaningful, consistent and easy to communicate Designed to bring out change in motivation Motivate to learn, work, and improve self-motivation skills

ARCS Primary Focus Two Major Parts Motivate students to learn Make instruction appealing Problem solving approach Stimulate and sustain students motivation to learn Set of categories that represent the components of motivation Systematic design that assists in creating motivational techniques appropriate for the learner

Elements that Affect Motivation Materials that you use Your own teacher behaviors Structure of lesson Structure of course

Model offers Questions Analyze approaches to teaching and preparing materials Review current materials and lesson plans Use as a source of ideas to motivate and enhance teaching methods

John Keller’s ARCS Model of Motivation Design 4 steps Attention Relevance Confidence Satisfaction

ATTENTION, most important aspect of model Gained in two ways; 1.) Perceptual arousal (surprise or uncertainty to gain interest), 2.) Inquiry arousal stimulate curiosity by posing a challenging question and maintain attention.

Six methods used to gain and maintain attention Participation Variability Inquiry Humor Example Incongruity and Conflict

Relevance, learners must believe it is relevant Establish relevance to increase learner’s motivation. Use language and examples they are familiar with.

Six strategies to include Experience Present Worth Future Usefulness Needs Matching Modeling Choice

Confidence, required so students feel they should and can do well, help to understand success To build confidence curriculum should have: Increasing levels of difficulty Realistic Expectations Clear objectives and prerequisites Learner Controlled Elements

Satisfaction Rewarding or satisfying by sense of achievement, praise, entertainment Skill is useful or beneficial; provide opportunities to use in real setting Provide feedback and reinforcement, satisfaction is based on motivation

ARCS MODEL Method for improving motivational appeal of instructional material Practical Three distinct features Motivation concepts; Attention, Relevance, Confidence, Satisfaction Strategies are included Model utilizes a systematic design process

John Keller suggests that motivation is not only the learner’s responsibility but it is also the instructors or designers responsibility. P. Stewart