1. Application of ARCS to 4 Different IU’s EDTC 6321:Team 2 Rebecca Ramirez Matt Rizvi Charlotte Smith Olga Terrazas November 1, 2009

2. How well am I doing? Do the others in the class like me? Am I learning? Am I going to be able to use this later? Am I curious enough to learn about it?

3. Keller's ARCS Model for Motivation Attention Relevance Confidence Satisfaction. ARCS Psychological motivation research

4. ARCS modifies: Instructional materials Teacher’s behavior Lesson development Performance objectives My intrinsic motivation is increasing!!

5. Intrinsic Motivation (Cheng & Yeh, 2009) I can do this! Now I understand!! This is fun!

6. Gagné’s 9 Events…ARCS 1. Gaining attention 2. Informing learners of the objective 3. Stimulating recall of prior 4. Presenting the content 5. Providing “learning guidance” 6. Eliciting performance 7. Providing feedback 8. Assessing performance 9. Enhancing retention and transfer Attention (Rebecca) Relevance (Charlotte) Confidence (Matt) Satisfaction (Olga)

7. Strategy Sub-components Attention (Rebecca) Perceptual Arousal Inquiry Arousal Variability Relevance (Charlotte) Familiarity Goal orientation Motive Confidence (Matt) Expectancy for Success Challenge setting Attribution Molding Satisfaction (Olga ) Natural Consequence Positive Consequences Equity

8. Attention Audience: 17 & 18 year-old San Benito C.I.S.D. nursing assistant students Lesson: Engage students in learning to develop understanding and empathy of elderly patients and their losses. Goal: Utilize ARCS model, Attention component as a strategy for arousing and sustaining curiosity and interest in the lesson.

9. Activity: Illness & Food Deprivation Gaining Attention : Perceptual Arousal: Students will be asked to fold a sheet of paper in half. On one half, students will list their favorite foods; on the other half, they will list their favorite activities. Students will be asked to imagine they have a terminal illness.

10. Inquiry Arousal Instructor will then read the following statements. Each student is asked to cross off the foods or activities that he or she would need to give up. “Spicy food makes you nauseous.” You are too weak to move your arms.” Your medication is causing blurred vision.” “You have sores in your mouth from chemotherapy, so you can only eat very soft food.” “You are too tired to sit up.” “You become short of breath with exertion.” “The doctor places you on a salt-free diet.” “Your hands are swollen and painful.”

11. Learner Objectives Students are asked the following questions: How did it feel to not be able to eat your favorite foods? What feelings did you experience when you could no longer perform your favorite activities? Students are allowed time to share how these losses would feel.

12. Relevance: Familiarity ….Goal Orientation …Motive Source: Charlotte Smith (2009). Permission obtained.

13. How many of you know someone with diabetes? I really am scared about touching that pump, but Mom has diabetes and I guess I know a little about it.

14. How would you feel if you were told that your child has diabetes and they will need to check their blood sugar at school everyday? I really don’t want to do this, but if she was my child, I would want someone to help her.

15. Definition of Confidence Confidence = believing in yourself and your abilities by applying certain qualities: Expectancy for success Does the learner believe s/he is responsible for learning success or is s/he a helpless pawn in the learning environment

16. Application of Confidence in IU Confidence - What are you doing to build confidence in students that they will be able to learn and apply course content?

17. Confidence :Expectancy for Success State the Outcomes of Instruction: Set your goals & objectives Description: BUT you do need goals and objectives. Why ?? Informing learners of the outcomes, or objectives, will help them understand what they are to learn during the course : So that you can measure them later on ! How else are we going to know? Tactics: Methods for stating the outcomes include: Describe required performance Describe criteria for standard performance Learner establishes criteria for standard performance

18. Confidence : Challenge setting Increase levels of Difficulty : Sequence instruction – harder material built on easier 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.

19. Example: Let’s Challenge your mind: Problem Solving Game Word Sort – “locate kitchen equipment” Word Sort Logical Reasoning Play Now Figure out the hidden rule and place each word in the proper pile. Improve your pattern recognition and sort as many words as possible!

20. Confidence: Attribution Molding Provide POSITIVE feedback that supports student ability and effort as the determinants of success. Use the word YOU

21. Satisfaction –noun 1. an act of satisfying; fulfillment; gratification. 2. the state of being satisfied; contentment. 3. the cause or means of being satisfied. 4. confident acceptance of something as satisfactory, dependable, true, etc

22. Satisfaction: Intrinsic: Internal and intangible self-satisfaction, praise, accomplishment Extrinsic: External and tangible grade, award, certificate WHY IS THIS IMPORTANT?

23. LEARNER SATISFACTION is a key component of motivation according to Keller's ARCS model. If learners feel good about learning results, they will be motivated to learn. What can a designer do to ensure learner satisfaction? Keller suggests three main strategies to promote satisfaction: Natural consequences, positive consequences & equity

24. Natural Consequences Provide the learner with realistic or authentic situations which require the application of the newly-learned skill. The more immediate the opportunity to use the new skill, the better.

25. Positive Consequences Provide rewards or feedback that will encourage the learner to continue target behavior. Motivation feedback can vary from positive comments to extrinsic rewards.

26. Equity Design and maintain consequences and feedback that are consistent and fair. Make expectations clear so as not to disappoint or discourage learners.

27. Learner centered motivation: We have learned that Gagné linked behavioral psychology with cognitive psychology and linked theory into practice and Keller linked the behavioral and cognitive with the affective domains. It has been stated that Keller linked the “head” with the “heart.” (Richey, 1995a)

28. Satisfied learners are motivated to continue learning because they see value in what they are doing. Conclusion:

29. Questions / Answers