1. Applying the ARCS Model of Motivational Design in Distance Learning

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

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

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

5. 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

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

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

8. 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

9. 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

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

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

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

13. Summary Problem Solving Approach Wide Range of Application
Still Evolving