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Four steps:
a. Attention
Attention can be gained through percept ual arousal and
I n q u i r y a r o u s a l . Pe rc e p t u a l a r o u s a l u s e s s u r p r i s e ,
u n c e r t a i n t y o r a p r o v o c a t i v e q u o t e t o g a i n i n t e re st .
I n q u i r y a r o u s a l st i m u l a t e s c u r i o s i t y b y p o s i n g
c h a l l e n g i n g q u e st i o n s o r p r o b l e m s t o b e s o l v e d .
( Perhatian boleh diperolehi melalui rangsangan persepsi dan rangsangan
Siasatan. Persepsi rangsangan menggunakan kejutan, ketidakpastian atau
quote provokatif untuk mendapat faedah. Rangsangan Siasatan merangsang
rasa ingin tahu dengan menimbulkan soalan mencabar atau masalah yang
perlu diselesaikan)
b. Relevance
E m p h a s i z e r e l e v a n c e o f t h e n e w l e a r n i n g i n l e a r n e r s
r e a l l i fe i n o r d e r t o i n c r e a s e m ot i v a t i o n by u s i n g
examples which t he lear ners are familiar wit h, and to
d e v e l o p p o s i t i ve a t t i t u d e s t ow a r d s l e a r n i n g
( Menekankan kerelevanan pembelajaran baru dalam kehidupan sebenar
pelajar dalam usaha untuk meningkatkan motivasi dengan menggunakan
contoh-contoh yang pelajar sudah biasa dengan, dan untuk membangunkan
sikap positif terhadap pembelajaran)
c. Confidence
Ensure t he lear ner s are aware of per for mance
requirem ents and evaluative cr iter ia; it enhances t heir
potential for success wit hin t he lear ning environment.
Provide feedba ck and suppor t for success.
(Memastikan pelajar sedar keperluan prestasi dan kriteria penilaian; ia
meningkatkan potensi mereka untuk kejayaan dalam persekitaran
pembelajaran)
d . Satisfaction
S a t i s f a c t i o n t h a t i s c l o s e l y r e l a t e d t o c o n fi d e n c e i s
b a s e d u p o n m ot i v a t i o n , w h i c h c a n b e i n t r i n s i c o r
extr insic. Provide oppor tunities to use newly acquired
k n ow l e d g e o r s k i l l i n a r e a l o r s i m u l a t e d s et t i n g .
( Kepuasan yang berkait rapat dengan keyakinan adalah berdasarkan
motivasi, yang boleh intrinsik atau ekstrinsik. Memberi peluang untuk
menggunakan pengetahuan atau kemahiran yang baru diambilalih dalam
suasana sebenar atau simulasi)
Elearning design implications of ARCS model
Kellers (1983) goal was to address the question of how to create instruction that would
stimulate motivation to learn.
The focus is not on how people can be motivated but on how the conditions can be
created (i.e. to design elearning courses) to have people (i.e. users of elearning courses)
motivate themselves.
Relevance
R1 Goal
A1 Perceptual
orientation
arousal
R2 Motive
A2 Inquiry arousal
matching
A3 Variability
R3 Familiarity
Confidence
C1 Learning
requirements
C2 Success
opportunities
C3 Personal control
Satisfaction
S1 Intrinsic
reinforcement
S2 Extrinsic rewards
S3 Equity
The ARCS motivational design process is a systematic problem solving approach that
requires knowledge of human motivation and progresses from learner analysis to
solution design. More specifically, the process includes:
Thus, motivational design includes a systematic process that contains these steps and
results in the preparation of learning environments that contain tactics, or activities, that
have a predictable influence on the amount and direction of a persons behavior