The ARCS Model of Motivational Design

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The ARCS Model of Motivational Design
QIM 501 Instructional Design and Delivery
by Thina agran Thannimalai S-QM0036/10 Lecturer
Dr Balakrishnan Muniandy
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Overview

• Learners learn better when they are motivated.
• Keller suggests that planning for student
  motivation should be first and foremost.
• A teacher has to know his/her audience to gauge
  potential motivational pitfalls.

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Biography

• After graduating from high school in 1956, he
  went to college in California, leaving after one
  semester when he realized he was not ready for
  serious study.
• Keller joined the U.S. Marines in 1957 and was
  assigned to an aviation wing where his
  responsibilities included the delivery of strict
  one-on-one instruction for flight simulator
  procedures.
• B.A. degree in philosophy and English, Keller
  became a secondary school teacher to earn a
  living. From 1965 to 1971,
• Keller received his Ph.D. from Indiana University
  in 1974 with a major in instructional systems
  technology
• and minors in research evaluation and
  organizational behavior. His doctoral research
  led to his being
• named Outstanding Young Researcher by the
  Association for Educational Communications and
  Technology in 1975. He was the first recipient of
  this award. Keller was appointed as an assistant
  professor in instructional technology at Syracuse
  University in 1974
• While at Syracuse, Keller developed into both a
  respected scholar and practitioner of
  instructional systems design. He was one of first
  to imply that designers should assume
  responsibility for motivation. Keller focused on
  motivation to account for different achievement
  NOT on learner ability. This was an important
  shift in focus.

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The ARCS Model of Motivational Design

• Attention

• Relevance

• Confidence

• Satisfaction

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Attention

• Perceptual arousal
• Use novel, surprising, incongruous and uncertain
  events. Something as simple as slamming a book on
  the table can achieve this

• Inquiry arousal
• Use challenging questions or problems to
• stimulate curiosity or information-seeking
  behavior
• Direct the learner to generate questions or
• problems to solve.

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Attention

• Examples

• Incongruity and conflict

• Active Participation

• Inquiry

• Humor

• Variability

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Attention

• Examples

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Attention

• Incongruity and conflict

ABZ
2 2 9
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Attention

• Active participation

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Attention

• Inquiry

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Attention

• Humor

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Attention

• Variability

VariabilityAn instructor may use variability by
incorporating a combination of methods in
presenting instructional material. An example
would be to have the learners read an article,
watch a video or TV, then divide the classroom
into groups to review what had been presented and
to answer questions that were presented earlier
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Relevance
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Relevance

• Experience

• Present worth ((Whats In It For Me))

• Future usefulness

• Needs matching

• Modeling

• Choice

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Relevance

• It helps if the learners can have an opportunity
  to use prior knowledge in order to comprehend the
  new skill(s) and understand what prior knowledge
  is important to the current learning. 

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Relevance

• Present worth(Whats In It For Me)
• relevance strategy suggests explicitly tying
  instructional goals to the learner's future
  activities and having learners participate in
  activities where they relate the instruction to
  their own future goals. For example To try for a
  job promotion, learners are taking professional
  development classes to gain more skills that will
  qualify them for the position.

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Relevance

• Future usefulness
• relevance strategy suggests explicitly tying
  instructional goals to the learner's future
  activities and having learners participate in
  activities where they relate the instruction to
  their own future goals. For example To try for a
  job promotion, learners are taking professional
  development classes to gain more skills that will
  qualify them for the position.

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Relevance

• Needs matching
• Needs matching relates to Maslows Hierarchy of
  needs that says everyone has a graduated level of
  needs that range from simple survival needs
  (food, shelter) up to self-actualization. Once a
  need has been satisfied, the next higher need
  becomes the driving force. The instruction might
  address what needs the learner is trying to meet
  by participating in the instruction for example,
  a raise that results from the training would meet
  a security need.  

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Relevance

• Modeling
• Some activities that use this strategy include
  use of graduates as guest speakers, and allowing
  students who finish work first to serve as tutors
  to their peers. The goal is to use modeling to
  show learners how the desired outcome relates to
  them.  

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Relevance

• Choice
• Allowing learners to use different methods to
  pursue their work or allowing learners a choice
  in how they organize the work is using choice as
  a relevance-building strategy.
• SUMMARY
• These strategies work to produce motivational
  effects of how something is taught, as opposed to
  producing effects of whats taught.

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Confidence
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Confidence

• Objectives prerequisites

• Increasing levels of difficulty

• Feedback

• Learner control

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Confidence

• PrerequisitesLearners should have a clear
  understanding of what it is they are going to
  learn and how they will be evaluated.
• Incorporating learning goals and/or objectives
  into lessons can help students estimate the
  probability of success by presenting performance
  requirements and evaluation criteria.

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Confidence

• Providing examples of exemplary and acceptable
  work along with grading criteria can also be a
  big help in making learning objectives more
  obvious.
• Reduce the possibility that your learners become
  frustrated by ensuring that the prerequisites for
  your instruction are clear. An entry-level test
  or prerequisite course listings can often help
  learners determine whether or not they are
  qualified to enroll in a course that is built on
  prerequisite knowledge and skills.
•  

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Confidence

• DifficultyLearners will be more motivated to
  continue if small successes are experienced along
  the way. Start with a simple, but challenging
  instructional elements, and continue with
  elements that are increasingly more difficult.
• Each successive piece of the instruction can be
  made more challenging by building on the
  knowledge and skills acquired in the previous
  section.
• Contrarily, if you make things too difficult, no
  one will want to continue. Small successes along
  with increasing levels of difficulty will build
  learner confidence and keep the learners engaged.
• Provide plenty of opportunities for learners to
  practice the application of new knowledge and
  skills in a controlled environment with
  sufficient feedback before placing them in more
  challenging situations. It is important that they
  experience successes in each successive level of
  difficulty, as this will build self-confidence.
  Increasing the level of learner self-reliance in
  each step will also encourage learner
  independence.
•  

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Confidence

• Increasing levels of difficulty
• Each successive piece of the instruction can be
  made more challenging by building on the
  knowledge and skills acquired in the previous
  section.
• Contrarily, if you make things too difficult, no
  one will want to continue. Small successes along
  with increasing levels of difficulty will build
  learner confidence and keep the learners engaged.

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Confidence
Provide plenty of opportunities for learners to
practice the application of new knowledge and
skills in a controlled environment with
sufficient feedback before placing them in more
challenging situations. It is important that
they experience successes in each successive
level of difficulty, as this will build
self-confidence. Increasing the level of learner
self-reliance in each step will also encourage
learner independence.
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Confidence

• Feedback
• Use feedback to help learners clearly
  understand what information they understand and
  where they may need additional help. Use feedback
  to increase learners confidence in their ability
  to be successful.

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Confidence

• Learner control Learners should understand that
  there is a direct correlation between the amount
  of energy put into a learning experience and the
  amount of skill and knowledge gained from that
  experience.
• They should believe that their success is a
  direct result of the amount of effort they put
  forth. This is another feature that is especially
  important for adult learners.

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Satisfaction
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Satisfaction

• Natural consequences

• Positive consequences

• Equity

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Satisfaction

• Natural Consequences
• Provide the learner with realistic or authentic
  situations that require the application of the
  newly learned skill.
• The more immediate the opportunity is for the
  learner to use the new skill, the better.

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Satisfaction

• Natural Consequences
• Some examples of this strategy would be case
  studies, role-plays, simulations, and games.
• Simulations let students apply their newly
  acquired skills immediately in a semi-authentic
  situation.
• Satisfied learners are motivated to continue
  learning because they see value in what they are
  doing.

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Satisfaction

• Positive consequences

Positive Consequences Provide rewards or
feedback that will encourage the learner to
continue target behavior. Motivational feedback
can vary from positive comments to extrinsic
rewards. Extrinsic rewards can be as varied as
prizes, parties, travel awards, and even cash.
Cautions
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Satisfaction
Positive consequences

• Don't annoy the learner by over-rewarding simple
  behavior.
• Don't overuse extrinsic rewards as they may
  overshadow instruction.
• Don't make the negative consequences too
  entertaining. You don't want the learner to
  purposely choose the wrong answer

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Satisfaction

• Equity

• Design and maintain consequences and feedback
  that
• are consistent and fair.
• Make expectations clear so as not to disappoint
  or
• discourage learners.
• Feedback needs to be balanced and fair to keep
  
• students motivated to continue learning.
• Rewards and feedback should be provided in a
  timely
• fashion and should be appropriate to the
  level of
• difficulty of the task.  

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The ARCS Model of Motivational Design

• Attention

• Relevance

• Confidence

• Satisfaction

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References