Applying the ARCS Model of Motivational Design in Distance Learning

Topics Issues in Distance Learning Characteristics of the ARCS Model Empirical Studies of the ARCS Model Motivation & Distance Learning Summary

Issues Drop out Non-completion Boredom Lack of support Need for support Scarcity of empirical studies Criticality of motivation

ARCS: Characteristics Four categories Grounded in the literature Provides basis for design Integrated with learning & performance

ARCS: Conceptual Foundation Attention Need for stimulation & variety curiosity, boredom, arousal Relevance Desire to satisfy basic motives needs, motives, attractions Confidence Desire to feel competent and in control attributions, expectancies, self-efficacy Satisfaction Desire to feel good about oneself intrinsic motivation, extrinsic incentives, equity

ARCS: Design Process Seven to ten steps Worksheets with instructions Problem solving model Compatible with instructional systems design (ISD)

ARCS: Critical Design Events Audience analysis (Curvilinear) Design strategy (From brain-storming to analysis)

Studies: Theoretical Validity Means, Jonassen, & Dwyer, 1996 Goal: To determine the role of relevance in students’ motivation to learn Found relevance to be affected differently by intrinsic and extrinsic factors Motivation, especially confidence, was related to achievement

Studies: Application Validity Suzuki & Keller (1996) Implemented motivational design activities in a major computer project Tested the effectiveness of ARCS motivational tactics Found a high level of satisfaction

Studies: Adaptive CBI Design Song & Keller (1999) Continuing analysis of learner motivation Computer adjusts motivational tactics Includes learner control

Motivation & D. L.: Studies Types: theoretical, application, case, empirical, opinion Indicators of satisfaction (Biner, Dean, & Mellinger, 1994; Tallman, 1994) Persistence & motivational characteristics (Fjortoft, 1996)

Motivation & D. L.: Student Support Visser’s (1999) approach: student support Motivational messages Use of the simplified design process Positive results on retention

Summary Problem Solving Approach Wide Range of Application Still Evolving