2. Back to Back to Web ARCS Motivation Theory by: Josefa Silman EDTC 560 Multimedia and Web Page Design Instructor: Janet Wright

3. Back to Back to Web Help Use the navigational buttons on theUse the navigational buttons on the bottom to navigate in this document. An underline under a text indicates a link.An underline under a text indicates a link. Click anywhere in the slide to advance to the next slide.Click anywhere in the slide to advance to the next slide. home back next help end home back next help end

4. Back to Back to Web Objectives Analyze the ARCS Model. Analyze the ARCS Model. Examine forms of implementation. Examine forms of implementation. Suggest applications of Model. Suggest applications of Model.

5. Back to Back to Web Content Introduction The ARCS Model John Keller Attention Relevance Confidence Satisfaction Classroom application Learning Checks References

6. Back to Back to Web Introduction What is Motivation? An internal state or condition that serves to activate or energize behavior and give it direction. 1 Why is it important? Learned behavior will not occur unless it is energized. 1 (Huitt. 2001)

7. Back to Back to Web What is the Arcs model ARCS ttention elevance onfidence atisfaction

8. Back to Back to Web Who created it? John Keller, Ph. D. John Keller (University of Florida) Worked on motivation in instruction - late 1970s. He was intrigued by the problem of effort and its variable outcome. Motivation – the most appropriate explanation (1983). Proposed the ARCS Model of Motivation.

9. Back to Back to Web ARCS Model Attention Perceptual Arousal Perceptual Arousal Inquiry Arousal Variability RelevanceFamiliarity Goal Orientation Motive Matching ConfidenceExpectation for Success Challenge Setting Attribution Molding SatisfactionNaturalConsequences Positive Consequences Equity

10. Back to Back to Web AttentionAttention Perceptual ArousalPerceptual Arousal Gain and maintain attention by using surprising, incongruous, or uncertain events in instruction. Inquiry ArousalInquiry Arousal Stimulate exploration by posing, or having student generate, questions. VariabilityVariability Maintain interest by varying elements of instruction.

11. Back to Back to Web RelevanceRelevance FamiliarityFamiliarity Use examples and concepts that are related to the experience of learners and help them integrate new knowledge. Goal OrientationGoal Orientation Present the objectives, utility and goals of the instruction. Motive MatchingMotive Matching Use teaching strategies that match the motives of the students.

12. Back to Back to Web ConfidenceConfidence Expectation for SuccessExpectation for Success State performance requirements and evaluative rubric. State performance requirements and evaluative rubric. Challenge settingChallenge setting Provide multiple achievement levels that allow learners of various levels to experience success. Attribution MoldingAttribution Molding Provide feedback and support according to student’s ability and effort.

13. Back to Back to Web SatisfactionSatisfaction Natural ConsequencesNatural Consequences Provide opportunities to apply new skills in stimulating environment. Positive ConsequencesPositive Consequences Provide feedback that sustain the experience of success. EquityEquity Provide Consistent standard and consequences for desired behavior.

14. Back to Back to Web Examples of Classroom applications Inquiry Arousal Ask questions and encourage student’s questions. Attention

15. Back to Back to Web Examples of Classroom applications Perceptual Arousal Perceptual Arousal Use surprising events and learning aids in instruction. Attention

16. Back to Back to Web Examples of Classroom applications Natural Consequences Natural Consequences Provide opportunities for students to exhibit new skills. Satisfaction

17. Back to Back to Web Examples of Classroom applications Positive Consequences Provide positive feedback and let students know when they are doing well. Satisfaction

18. Back to Back to Web Which of the following concepts belong in the ARCS model? (click on the applicable buttons) Attention Attribute Relevance Resonance Confidence Credentials Satisfaction Salutation Learning Check

19. Back to Back to Web Learning Check John Keller John Clark Helen Keller Who created the ARCS model? Please click on the right answer (if it disappears, you are wrong).

20. Back to Back to Web References Carr, A., M., Carr, C., S. (N.D.) Instructional Design in Distance Education (IDDE) Retrieve on 11/13/04 from http://ide.ed.psu.edu/idde/ARCS.htmhttp://ide.ed.psu.edu/idde/ARCS.htm Huitt, W. (2001). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], Retrieve on 11/13/04 from http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html f Maier, D, (N.D.) Keller's ARCS Model of Motivation. Retrieve on 11/13/04 from http://www.ittheory.com/keller1.htmhttp://www.ittheory.com/keller1.htm Thank You and Good Bye