MOTIVATIONAL DESIGN
This study guide is a companion to Motivational
Design for Learning & Performance: The ARCS
Model Approach by John M. Keller.
Motivational Design
 Motivational design is the process of
arranging resources and procedures to
bring about changes in motivation
 Motivation refers broadly to what people
desire, what they choose to do, and what
they commit to do
 Motivation explains what goals people
choose to pursue (Read: direction) and how
actively or intensely they pursue them
(Read: magnitude)
 Relies on a perspectivalist position, that the
truth tends to be contextualized and
relative
 Instructional design encompasses
processes and techniques for producing
efficient and effective instruction
Limitation to motivational design
 Attitudes of teachers and designers toward
their responsibility for learner motivation
 Perception that they are not
responsible for increasing a student’s
desire to learn
Motivational Design Models
 Person-centered models
 Environmentally-centered models Human
Behavior
 Interaction-centered models
 Omnibus model
Person-centered models (psychological
education)
 Grounded in psychological constructs
 Goals include:
 To stimulate curiosity and fantasy. In
this context, fantasy refers to such
things as visioning oneself doing
something differently or accomplishing
a goal
 To stimulate new ways of thinking or
behaving: games, role playing,
simulations
 Emotional development. Engage in
experiences that stimulate emotional
responses and learn how to examine
and manage their emotions for maturity
and self-determination
 Procedures that help students learn to
live fully and intensely in the here and
now
 Six step Alschuler model for the
development of motivation in adolescents:
 Attend; experience; conceptualize;
relate; apply; internalize (process and
integrate)
 Six action control strategies:
 Selective attention, encoding control,
emotion control, motivation control,
environment control, parsimonious
information processing
 Three phase cycle to self-regulation
1. Forethought
2. Performance
3. Self-reflection
 Self-regulation strategies and examples:
Self-regulation Examples of parallel strategies from
strategies Quest Analysis
Metacognitive control Planning; monitoring/setting
benchmarks; evaluating progress
Motivation control Focusing/positive thinking;
endurance/self-reliance
Emotional control Visualization/mental imagery
Control the task Resource use/sorcery; use of own
situation cleverness/trickery
Control others in the Getting help from confidants;
task setting controlling his men
Environmentally-centered models
(behaviorism)
 Grounded in the principles of behavioral
psychology which assume that behavior can
be adequately explained in terms of an
organism's responses to environmental
influences
 Primary ways to influence motivation are
through the manipulation of deprivation
and satiation
 Behavior modification models often include
these five steps
1. Identify the behavior that you wish
to change
2. Establish its baseline level by
measuring its frequency of
occurrence
3. Plan the contingencies of
reinforcement which refers to the
pattern of administering
consequences based on the
occurrence or nonoccurrence of the
desired behavior
4. Implement the program
5. Evaluate the program

Interaction-centered models (social learning
theory or expectancy-value theory)
 Human values and innate abilities are seen
to both influence and be influenced by
environmental circumstances
 McClelland and Alshuler model is primarily
concerned with changing individual
behavior to help students feel more
confident and more in control of their
destinies
Omibus model
 Not motivational design models per say
 Offer excellent motivational strategies
 Getting attention, clarifying values,
monitoring progress, and rewarding
achievement
>Primary models of motivation
Macro Model of motivational design
 The Macro Model of Motivation and
Performance (p.18) uses system theory to
illustrate the relationship among the parts
in terms of inputs, processes, and outputs
 Illustrates how motivation combines with
knowledge and skills to influence overall
performance
 The ARCS Model is included within the
Macro Model
ARCS Model
 Attention is need for stimulation and variety
 Relevance is desire to satisfy basic motives
MOTIVATIONAL DESIGN
 Confidence is desire to feel competent and
in control Time Continuum Model
 Satisfaction is desire to feel good about
oneself  Programmatically combine a series of
 ARCS is a problem solving model motivational strategies from the beginning
 Contains a systematic motivational design to the end of an instructional sequence so
process that a network of motivational influences is
formulated
MVP Model  (start | during | end)
ARCS Model Combined with Time continuum
 Motivation --> Volition --> Performance
 Volition has two phases: commitment model
(ore pre-action planning) and self-
regulation (or action control  ARCS strategies and tactics for start,
during, and end of instruction
theory/action control)
 Pre-action planning based on intentions   Start During End
and commitment. Pre-action planning
A Strategies Strategies Strategies
may go something like: I
_____________ shall complete the Strategies Strategies Strategies
R
following module on … within 30 days.
 Action control is based on self- C Strategies Strategies Strategies
regulation as a means of managing
S Strategies Strategies Strategies
one's behavior in such a way as to
remain on task
 MVP model is an expansion of ARCS model > Motivational elements (a.k.a.
 Managing ones intentions is critical to
preserving one's goal orientation and
psychological constructs)
commitment
 Necessitates effort initiation and effort  Elements that makeup motivation in
persistence people.
 Over 4500 motivational elements, broken
Macro Model Combined With MVP Model down into 16 personality factors
 The big five personality factors are:
 Illustrates how principles of learning, which Extraversion, agreeableness,
are subsumed under the information and conscientiousness, neuroticism, openness
psychomotor processing category, combine to experience
with motivational influences to affect  Traits vs. states
learning and performance 1. Apply to all motivational elements

2. A trait is a predictable tendency to
behave in the same way in a variety
of situations.
3. States refer to the disposition to
demonstrate a given motive or
personality characteristic at a given
point in time or in specific types of
situations.
 Arousal; attribution theory; boredom;
cognitive evaluation; competence; curiosity;
equity; extrinsic motivation; flow (a
condition of being in the flow); group self-
efficacy; intrinsic motivation; learned
optimism; learned helplessness; locus of
control; need for achievement; need for
affiliation; need for power; personal
causation; reinforcement theory; self-
efficacy
>Elements & Goals -> Tactics ->
Strategy
 Motivational elements --> tactics -->
strategy
 Goals --> tactics --> strategies
 Psychological constructs help define
motivational goals.
Motivational Design Process
1. Obtain course information
 Obtain course description and rationale
 Describe setting and delivery system
 Describe instructor information
2. Obtain audience information
 List entry skill levels
MOTIVATIONAL DESIGN
 Identify attitudes toward material
 Identify attitudes toward course
3. Analyze audience motivation (audience
analysis)
 Prepare motivational profile
 List root causes (motivational
challenges)
 Identify modifiable influences
4. Analyze existing materials and conditions
 List positive features
 List deficiencies or problems
 Describe related issues
5. List objectives and assessments
 List motivational design goals
 Specify learner behaviors
 Describe confirmation methods
6. Design motivational strategy
1) Generation
 List potential tactics
o Brainstorm list of A,R,C,S tactics
o Identify beginning, during, end,
and continuous tactics
2) Selection
 Select and design tactics
o Integrate A,R,C,S tactics
o Identify enhancement versus
sustaining tactics
3) Integration
 Integrate with instruction
o Combine motivational and
instructional plans
o List revisions to be made
7. Develop
 Select available materials
 Modify to fit the situation
 Develop motivational material in
conjunction with instructional material
8. Evaluate and revise (pilot)
 Obtain student reactions
 Determine satisfaction level
 Revise if necessary
ARCS and ISD: Point by point
comparison
 Figure on p.65
Interface 1: instructional goals and course
description
 In ID, the output of a goal analysis
includes a description of the current
situation, a description of the desired
situation, and a list of gaps between the
way things are now and the way you
want them to be. In particular, the
output of a goal analysis describes the
kinds of job related competencies that
must be represented in the workforce
in order for the organization to achieve
its goals. In a school, desired
competencies are described more in
context of the requirements for
students to be able to succeed at the
next stage of schooling and in terms of
the development of life skills that are
appropriate for the given age level to
help thin in the present and future.
Interface 2: Entry behavior characteristics and
audience description
 Two major products are expected from
the stage of "Identifying entry
behaviors and characteristics". One is a
set of indentified entry behaviors or
skills that should have already been
mastered by the target audience before
beginning the instruction. The other is

general knowledge of characteristics of
students.
 Identifying the entry behaviors is
important because it will give
motivational designers more ideas on
dealing with learners' motivation --
especially confidence.
 Students with deficiencies of prior
knowledge and skill will have difficulties
in learning new material that goes
beyond their existing schema.
Interface 3: Instructional analysis and audience
motivational analysis
 The instructional analysis phase of
instructional development yields a
description of the knowledge, skills, and
attitudes that are related to the goals of
the lesson or course.
 This product can be specific with
detailed listing of steps in a process or a
hierarchical presentation of higher and
lower order concepts and skills to be
included.
 By knowing what the students are
expected to learn, you can begin to
estimate their motivational attitudes
toward learning it.
 The audience motivational analysis step
also benefits from the knowledge about
entry behavior characteristics combine
with the other information contained in
the Describe Audience Step, which is
step 3, in the motivational design
process.
Interface 4: coordinating instructional and
motivational objectives
 Step 5 is conducted concurrently or
right after the "writing performance
MOTIVATIONAL DESIGN
objectives" stage of the instructional  The development of motivational
design. Firstly because having materials need not be separate from
appropriate levels of motivation greatly the development of instructional
assist the accomplishment of the materials.
learning objectvies. Also, good  Every motivational activity should have
motivational objectives can help a clear relationship to the instructional
overcome deficiencies with the learning objectives.
objectives and content of a class. Interface 8: Evaluate and revise
Interface 5 & 6: designing instructional and  Formative and summative evaluations
motivational strategies for both processes and provide input to
 The selection of instructional strategies guide revisions to the instruction for
is often a somewhat logical and both effectiveness and motivation.
prescriptive process based on the Evaluation for motivation can be
nature of instructional objectives. planned and implemented in
 The motivational strategy design conjunction with evaluation for
process begins with brainstorming to effectiveness including learner
identify as many strategies as possible achievement.
that might help achieve the desired
outcome. Then in a second phase of
strategy design, one develops an
analytical attitude and chooses
strategies that can be achieved within
the time constraints of the lesson and
not detract from the instructional
objectives. And to the fullest extent
possible, the motivational strategies Arcs Motivation Model
should be transparent.
 As the final list of motivational
 Primarily lies in the cognitivism domain
strategies is occurring, the final step in
 Rooted in a variety of motivational theories
the design stages of instructional and
and concepts
motivational development is to
 Condition of learning - Physiological issues
integrate motivational tactics into the
aside, the learner can learn if they are
instructional strategy.
provided with the right motivational
Interface 7: develop instructional and
strategies/tactics. Facilitator presents
motivational materials
information under the four ARCS domains
 Develop new instructional and
  Major categories   Process
motivational materials or adopt and and definitions questions
modify existing ones.
 MOTIVATIONAL DESIGN

Attention Capturing the Perceptual How can I  Composed of motivational elements and parts of stimuli that are specifically related
interest of learners; arousal (sensory make this how they relate to ARCS to the learning objective
stimulating the stimuli); inquiry learning
curiosity to learn arousal (thought experience  Coincides with first event in Gagne’s Model
provoking stimulating Attention Relevance Confidence Satisfaction  Boredom is associated with repetitiveness
questions); and (an element of monotony), unpleasantness,
variability interesting? Curiosity Need for Locus of Reinforcement theory
(variances in Arousal achievement control Extrinsic motivation
and negative effect. Potentially also
exercises and use Boredom Need for Attribution Intrinsic motivation associated with constraint. Boredom is
of media)   affiliation theory Cognitive evaluation characterized by low arousal,
Need for Self-efficacy Equity
Relevance Meeting the Familiarity; goal In what ways power Group self- unpleasantness, and dominance
personal orientation; will this Competence efficacy
needs/goals of the motive matching learning
learner to effect a experience be
Flow Learned
helplessness
 Basic concepts:
positive attitude valuable for Learned  Curiosity (epistemic, perceptual, and
my students? optimism diversive exploration)
Personal
Confidence Helping the Expectancy for How can I via causation  Arousal
learners
believe/feel that
success;
challenging
instruction
help the
 Boredom
Hybrid concept: Self Regulation
they will succeed setting; students  Accompanying concepts:
and control their attribution succeed and  Novelty, paradox, and surprise
success molding allow them to
control their  Sensation seeking
success?

Satisfaction Reinforce Natural What can I do  Strategies for gaining and sustaining
accomplishment consequences; to help the attention:
with rewards positive students feel  Concreteness
(internal and consequences; good about
external) equity their  Incongruity and conflict
experience  Humor
and desire to
continue  Variability
learning?  Active participation
 Inquiry

>ARCS & motivational challenges and >Attention Curiosity relationships

strategies
Challenges Strategies
Willingness Stimulate
Worthiness Relevance
>Motivational concept tree
 Primary concern: How to get and sustain Characteristic Relationship to curiosity
A R C S
attention
High anxiety Low curiosity
x x      In the learning context attention is
  x     concerned with to how to acquire, manage Low creativity Low curiosity
and direct learner attention. This is done by High intelligence Moderate curiosity
using cues and prompts in such a way as to
lead the student to focus on the stimuli or Tolerance for Reciprocal relationship between
 MOTIVATIONAL DESIGN

ambiguity ambiguity and curiosity concrete by use of metaphors or  Sleep inducing conditions are often
analogies produced in a classroom such as trying to
Low academic Low curiosity
achievement  Present items in a series of list format avoid unexpected stimuli and noise.
rather than paragraph form.  Factors used to overcome boredom and
Good psychological High curiosity
adjustment
 Make step-by-step procedures or meet peoples sensation seeking needs by
relationship among concepts more providing a change of pace, changes in
concrete by use of flow charts, approach, and using media for audio and
storyboards, diagrams, cartoons, or visual appeal.
other visual.  Variation in format
Concepts and Main supporting tactics (motivational  Ensure that the instructor establishes  Use white space on paper or screen in
process questions tactics)
eye contact and exhibits enthusiasm. multimedia to separate blocks of
A1. perceptual Create curiosity and wonderment by information (text and/or illustrations)
arousal using novel approaches, surprise,
What can I do to uncertainty, injecting personal and/or
A2 Stimulate inquiry  Use a variety of typefaces to highlight
capture their emotional material  After inducing a topic in a manner that titles, quotes, rules, key words, etc, but
interest? arouses epistemic curiosity, it is effective to maintain a consistent style.
A2. Inquiry arousal Increase curiosity by asking questions, have an assignment that allows the  Use variations in layout; that is variation
How can I stimulate creating paradoxes, generating inquiry, students to investigate the problem and in spatial location of blocks of
an attitude of and nurturing thinking challenges
inquiry
produce an answer or opinion. P84 information.
 Tactics to stimulate inquiry:  Include variations in type of material for
A3. Variability Sustain interest by variations in
 Introduce or develop topics example alterations between blocks of
How can I maintain presentation style, concrete analogies,
their attention? human interest, examples, and problematically (that is, stimulate a text, figures, tables, pictures, etc.)
unexpected events. sense of inquiry by presenting a  Variation in style and sequence
problem which the new knowledge or  Have variation in writing function (for
A1 Capture Interest skill will help solve). example, exposition, description,
 Generally speaking, people are more  Provoke curiosity by stimulating mental narration, and persuasion)
interested in specific people and events conflict (for example, present facts that  Include variation in tone (for example,
than in abstractions. contradict past experience; paradoxical serious humorous, exhortation).
 Tactics to get or regain attention of examples; conflicting principles or facts;  Include variation in the sequence of the
learners: or unexpected opinions). elements of the instruction (for
 Include references to specific people  Evoke a sense of mystery describing example, vary a sequence such as
rather than "mankind", "people, or unresolved problems that may or may introduction, presentation, example,
other such abstractions. not have a solution. and exercise varied by changing the
 Illustrate general principles ides, or  Use visuals to stimulate curiosity or order, adding an extra exercise, etc).
other abstractions with concrete create mystery. p.85  Include variation between content
examples or visualizations. presentations and active response
 Make complex concepts or A3 Maintain attention events (e.g. questions, problems,
relationships among concepts ore exercises, and puzzles.)

>Relevance
 Relevance refers to people’s feelings or
perceptions of attraction toward desired
outcomes, ideas, or other people based
upon their own goals, motives, and value
 Attention and motivation are only
maintained when the learner believes the
instruction is relevant
 Primary concern: In what ways will this
learning experience be valuable for my
students?
 The benefits should be clearly stated.
 Relevance in its most general sense, refers
to those things which people perceive as
instrumental in meeting needs and
satisfying personal desires
 Basic concepts:
 Need for achievement (motive, need)
 Need for affiliation (motive, need)
 Need for power (motive, need)
 Competence (motive, need)
 Flow
 Accompanying concepts
 Goal choice & valence
 Psychological needs and motives
 Future orientation
 Interests
 Intrinsic motivation
 Personal and social values
 Affective and emotional states
(connectedness and perceived
empathy)
 Effectance motivation
 Strategies for enhancing relevance:
 Experience
MOTIVATIONAL DESIGN
 Present worth
 Future usefulness
 Needs matching
 Modeling
 Choice
 Key statements:
 Behavior is goal oriented and tends to
be persistent, patterned, and selective
Motives (or needs)
 Higher order motives (or needs):
1) Physiological, which refers to hunger and
thirst
2) Safety and security
3) Love and belongingness
4) Self-esteem, as obtained from achievement
and recognition
5) Self-actualization as defined in terms of
reaching one's highest potential
 Three motives
1) The need for achievement
 High need = interest in interpersonal
relationships
 Two sides: need to achieve vs. risk of
failure
 Attribution of cause: responsibility for
success vs. responsibility for failure
2) The need for affiliation
 High need = interest in interpersonal
relationships
3) The need for power
 High need = desire to influence the
behaviors of others
 Competence (motive or need)
 The concept of competence is a
fundamental motive and refers to an
organism's capacity to interact
effectively with it's environment.
Future orientation and future time perspective
(FTP)
 Future orientation is the instrumentality of
an immediate goal with regard to future
goals.
 Future time perspective (FTP) refers to
one's perceived temporal distance between
the present and a future event.
Interest
 Coupled with intrinsic motivation
 Emotional and cognitive components
 Seductive augmentation, seductive detail,
cognitive interest
 When these conditions are not met learners
lose interest: novelty, feelings of
competence, development of knowledge
and skills in an area of personal interest or
importance, experiencing a degree of
control or autonomy
Intrinsic motivation
 Intrinsic motivation refers more to self-
initiated attraction toward particular goals
or activities because of their intrinsic
interest and the need satisfaction that
results from pursuing the given intrinsic

interest, particular in regard to the needs
for competence and self-determination.
 In contrast, interest refers to the attraction
or concern we feel toward events or objects
because they touch upon our most basic
needs and fears, or absolute interests.
Interest tends to be more situational in
nature than the broader concept of intrinsic
motivation.
Flow
 An experience of being completely
absorbed, focused, and immersed in an
activity to the point of not being conscious
of distractions, in a high level of intrinsic
motivation, not thinking about success or
failure, attention is totally focused on your
task, and progress unconsciously from one
thought or activity to the next
 Facilitated by overlearning
Concepts and process Main supporting tactics
questions (motivational tactics)
R.1. Goal orientation Provide statements or examples of
How can I best meet the utility of the instruction and
my learners needs? either present goals or have the
MOTIVATIONAL DESIGN
learners define them
R.2. Motive matching Make instruction responsive to the
How and when can I learner motives and values by
link my instruction to
the learning styles and
providing personal achievement
opportunities, cooperative
personal interests of activities, leadership
the learners? responsibilities, and positive role
models
R.3. Familiarity Make the materials and concepts
How can I tie the familiar by providing concrete
instruction to the examples and analogies related to
learners' experiences the learners work or background.
R.1 Relate to goals
 Make sure your learners have clearly
defined goals.
 Tactics (or techniques)
 Before and after comparison tactic is
often used in advertising. Your life
before, and your life after.
 Before this section of the presentation
the students could watch a 10 minute
exciting introductory video to the
subject to help them understand the
value of the material and its relevance
to them. Engage them, initiate curiosity,
 Use a future wheel when students do
not perceive any future value for the
present subject. This technique
generates potential connections to their
future needs and goals. This technique
is somewhat like mind mapping.
"Imagine that you successfully learn this
material. How might this benefit you in
the future? Think of all the things this
might lead to, or help you with. For
each one of them, draw a line out from
your circle, put another circle at the end
of the line, and put the item in it."
 Present worth
 State the immediate benefit of the
instruction if is not evident.
 Include comments, anecdotes, or
examples that stress the intrinsic
satisfaction of the subject of instruction.
 Future value
 Include statements describing what the
learner will be able to do after finishing
these instructional materials.
 Ensure that at least some of the
examples and exercises are clearly
related to the knowledge and skills that
the students will need in the future.
 Tell the student how the successful
accomplishment of this instruction is
related to future goal accomplishment
(success in course, major, admissions to
something, salary increase).
 Tell the learner how this instruction will
improve his or her general life coping
skills.
 Encourage the learner to think of this
instruction as contributing to the
development of an intrinsically
interesting area of study and
development.
R.2 Match interests
 Use role models, stories
 Basic motive stimulation
 Use personal language to make the
learner feel that he or she is being
talked to as a person.
 Provide examples (anecdotes, statistics,
etc) that illustrate achievement striving
and accomplishment

 Include statements or examples that
illustrate the feelings associated with
achievement.
 Encourage the learner to visualize the
process of achieving and succeeding,
and the feeling associated with it.
 Include exercises that allow for
personal goal setting, record keeping,
and feedback.
 Include exercises that require
cooperative work groups
 Include puzzles, games, or simulations
that stimulate problem solving,
achievement striving behavior.
 In the exercises (puzzles, simulations…)
encourage the learners to compete
against each other. NO. Have them
compete against themselves.
 Role models
 Use anecdotes about noteworthy
people in the area of study, the
obstacles they faced, their
accomplishments and the
consequences
 Use examples testimonials from
persons who attained further goals
after successfully completing the course
of instruction
 Include references to or quotations
from people who can convincingly
describe the benefits of the particular
skill/knowledge area.
R.3 Tie to experiences (familiarity)
 Connection to previous experience
MOTIVATIONAL DESIGN
 Include explicit statements about how
the instruction builds on the learners
existing skills or knowledge
 Use analogies or metaphors to connect
the present material to processes,
concepts, skills, or concepts already
familiar to the learner.
 Options for individualization
 Give the learner choices in the content
of assignments (e.g. is the learner
allowed to choose examples and topics
of personal interest for at least some of
the assignments)
 Give the learner choices in the type of
assignments (e.g. allow the learners to
select from a variety of means to
accomplish a given end).
>Confidence
 Primary concern: How can I help students
succeed and believe in their ability to
control their success
 Confidence refers generally to people's
expectancies (expectancy related beliefs)
for success in the various parts of their lives
 Basic concepts:
 Locus of control (internal vs. external)
 Attribution theory (learner and
instructor)
 Self-efficacy
 Group self-efficacy
 Learned helplessness
 Learned optimism
 Personal causation
 Accompanying concepts:
 Origin-pawn concept
 Attribution theory
 Ability beliefs
 Self-fulfilling prophecy
 Strategies for building confidence:
 Clear learning objectives and
prerequisites
 Allow for success that is meaningful
 Grow the learners - increasing levels of
difficulty
 Realistic expectations
 Feedback
 Learner controlled elements – degree of
control over learning and assessment.
Success is a direct result of their effort
 Opportunities for increased learner
independence
 Key statements:
 Competence is an intrinsic motive for
learning that is highly related to self-
efficacy
 Students who are high in self-efficacy
appear to have more flexible learning
styles and coping strategies as indicated
by their use of metacognitive strategies
which incorporate more cognitive skills
and by their greater persistence.
 Four primary attributions: ability, effort,
task difficulty, and luck (or other
external forces). The first two are
internal, and the other two are
external.
 Teachers with high self efficacy spend
more time helping students persist in
their efforts, design challenging

assignments, support students' ideas,
have a positive classroom environment,
try out new instructional techniques,
engage learners in more self-directed
activities, give students more freedom,
give more help to students having
difficulties and involve all students in
discussion. Teachers lower in self-
efficacy are more likely to ignore the
less able students while focusing on the
ones with a higher probability of
success and to blame external factors
such as insufficient materials, lack of
parental support, and lack of control
over student assignments.
 People high in self efficacy tend to have
an incremental belief in ability.
Goal orientation (motive & general motivation
theory)
 Task vs. ego orientation
 Task orientation is a focus on the
specifics of the task
 Ego orientation is a focus on external
evaluation
 Mastery vs. performance
 Performance orientation focuses on
whether you will complete it and how
you are going to perform
 Master orientation is effort put forth to
master a concept or skill
 A person who is motivated by learning goals
likes to seek challenging tasks, believes that
skills can be learned, focuses on task
mastery, and believes that abilities can be
improved with effort.
MOTIVATIONAL DESIGN
 A person who is performance oriented is  Objectives tend to incorporate language
more concerned with appearing to be from the material to be learned and this
competent, wants to succeed with minimal is confusing and no use to the students.
effort, believes that ability is fixed and is  Provide clear statements, in terms of
concerned about social comparisons and observable behaviors, of what is expected
symbols of success. Think performance of the learners as evidence of successful
anxiety. learning.
 Whenever possible, provide a means for
Approach Avoidance learners to write their own learning goals or
objectives.
Mastery Mastery- Master-avoidance
approach
C.2 Success opportunities
Performance Performance- Performance-
approach avoidance  It is important for learners to be challenged
from time to time, but the challenge should
come from the learning activities
themselves, not from obstacles in the
characteristics of the material or the
teachers behavior.
Concepts and process Main supporting tactics
questions (motivational tactics)  Anxiety results from unknown threats and
failure.
C1. learning requirements Establish trust and positive
How can I assist in building a expectations by explaining the  Challenge level:
positive expectation for requirements for success and  Organize material clearly in sequence
success? evaluative criteria
 Sequence the tasks form simple to
C2. Success opportunities Increase belief in competence difficult
How will the learning by providing many, varied, and
experience support or challenging experiences that  Make the overall challenge level
enhance the learners beliefs increase learning success. appropriate for this audience
in their competence?
 Ensure the materials are free of tricks
C3. Personal control Use techniques that offer or excessively difficult questions or
How will the learners clearly personal control (whenever
know their success is based possible) and provide feedback exercises
upon their efforts and that attributes to personal  Make the exercises consistent with the
abilities? effort.
objectives content and examples
C.1 Success expectations  Include methods for self-evaluation,
 Help students develop realistic expectations such as answers to exercises
for succees to help them understand what  Provide conformational feedback for
will be expected and how they will be acceptable responses, and corrective
evaluated. feedback for responses that do not
meet criteria.

C.3 Personal responsibility
 When people have feelings of control over
their performance and believe they have
the ability to succeed their expectancy for
success, which is a key part of confidence, is
strong. To help students develop these
perceptions:
 Organize lessons in such a way that
students do in face have some
meaningful areas of personal control.
Give them technical terms, positive
attributional feedback by letting them
know by your words and actions that
you have confidence in their ability to
succeed providing they work hard. Do
not tell them they succeeded because
you did them a favor.
 Consider:
 Give learners choices in sequencing;
that is explain how they can sequence
their study of different parts of the
material.
 Allow learners to go at their own pace
 Give learners choices among ways of
demonstrating their competency (that
is, provide alternative methods of
exercising and testing)
 Give learners opportunities to create
their own exercises of methods
demonstrating competency
 Give learners choices over work
environment; for example, working in a
room with other people or away from
the other people
 Give learners opportunities to record
comments on how the materials could
be improved or made more interesting
MOTIVATIONAL DESIGN
 Provide navigation tools such as
breadcrumb navigation trails
>Satisfaction
 Primary concern: What can I do to help the
students feel good about their experience
and desire to continue learning?
 Continues the desire to learn after
attention, relevance, and confidence are
achieved
 Satisfaction can result from extrinsic and
intrinsic factors
 Maintain interest. When these conditions
are not met learners lose interest: novelty,
feelings of competence, development of
knowledge and skills in an area of personal
interest or importance, experiencing a
degree of control or autonomy
 Feelings of satisfaction are influenced
greatly by subjective evaluations of an
outcome based on expectations and social
comparisons. When outcomes are not what
is expected learners will modify their
attitudes or feelings regarding the situation
and this will influence their future
motivation for that task or activity
 Basic concepts:
 Reinforcement theory
 Extrinsic motivation
 Intrinsic motivation
 Cognitive evaluation
 Equity
 Accompanying concepts:
 Reinforcement (positive & negative)
 Punishment (positive & negative)
 Discriminative stimulus (& non-
discriminative stimulus)
 Continuous reinforcement
 Schedules of reinforcement
 Token economy
 Effectance motivation
 Efficacy
 Informational and controlling effect
 Rewards (exogenous & endogenous and
expected vs. unexpected)
 Cognitive evaluation
 Cognitive dissonance
 Balance & equity theory
 Generating satisfaction
 Learning must be rewarding and
satisfying
 Learner must feel as though the skill is
useful by providing opportunities to use
the newly acquired skills in real settings
 Feedback and reinforcement
 Do not patronize the learner by over-
rewarding easy tasks
Psychological basis for satisfaction
 Reinforcement and conditioning
 Classical conditioning
 Operant conditioning
 Token reinforcement system

Positive Reinforcers
 Edible reinforcers (foods and liquids)
 Sensory reinforcers (exposure to a
controlled visual, auditory, tactile, olfactory,
kinesthetic experience)
 Tangible reinforcers (certificates, stickers,
etc.)
 Privilege reinforcers (being first in line,
holding the teacher’s book while she reads,
etc.)
 Activity reinforcers (play, special projects)
 Generalized reinforcers (tokens, points,
credits, etc.)
 Social reinforcers (expressions, feedback,
seating arrangements, etc.)
Extrinsic reinforcement and intrinsic
motivation
 Intrinsic motivation is comprised of:
personal interest; perceptions of increases
in competence; personal control over one's
choices and course of action.
Cognitive evaluation and satisfaction
 Cognitive dissonance
 Balance theory
 Equity theory
Concepts & Process Main supporting tactics (motivational
Questions tactics)
S1. Intrinsic Provide feedback and other information
reinforcement that reinforces positive feelings for
MOTIVATIONAL DESIGN
How can I encourage personal effort and accomplishment continue to pursue their interest in the
and support their topic.
intrinsic enjoyment of
the learning experience
3) Inform the learners about new areas of
application.
S2. Extrinsic rewards
What will provide
Use verbal praise, real or symbolic
rewards, and incentives, or let learners
 Provide: novelty, feelings of competence,
rewarding consequences present the results of their efforts development of knowledge and skills in an
to the learners' (show and tell) to reward success area of personal interest or importance,
successes?
experiencing a degree of control or
S3. Equity Make performance requirements autonomy
What can I do to build consistent with stated expectations,
learner perceptions of and use consistent measurement
fair treatment? standards for all learners' tasks and S.2 Rewarding outcomes
accomplishments.
 Extrinsic rewards used cautiously so as not
to become commonplace (they will lose
S.1 Intrinsic satisfaction their reinforcing value) and not to interfere
 Positive recognition with intrinsic motivators
1) Give the student the opportunities to 1. Include games with scoring systems to
use a newly acquired skill in a realistic provide an extrinsic reward system for
setting as soon as possible. routine, boring tasks such as drill and
2) Provide verbal reinforcement of the practice
learners intrinsic pride in accomplishing 2. Use extrinsic rewards to reinforce
a difficult task. intrinsically interesting tasks in an
3) Include positive, enthusiastic comments unexpected, noncontrolling, manner.
in the materials or in your feedback, 3. Include congratulatory comments for
which reflect positive feelings about correct responses.
goal accomplishment. 4. Give students personal attention while
4) Provide opportunities for learners who working to accomplish the task, or after
have mastered a task t help others who successful task accomplishment
have not yet done so. 5. Use reinforcements frequently when
5) Give acknowledgements of any actions learners are trying to master new skills.
or characteristics that were necessary 6. Use reinforcements more intermittently
for success. as learners become more competent at
6) Give acknowledgements of any risks or a task.
challenges that were met. 7. Avoid threats and surveillance as means
 Continuing motivation of obtaining task performance
1) Provide information about areas of 8. Use certificates or symbolic rewards to
related interest. reward success in individual or
2) Ensure that the learners are asked or intergroup competitions, or at the end
informed about how they might of a course.
 MOTIVATIONAL DESIGN

 Pleasant surprises 2. Obtain audience

information
 Identifying require this degree of support. In projects
instructional goals
 Effective when used appropriately. (MW2)  Identifying entry
that do not require in-depth analysis the
3. Analyze audience behaviors, simplified motivational design process may
(MW3) characteristics be used.
S.3 Fair treatment 4. Analyze existing  Conducting
1) Ensure that the content and types of materials (MW4) instructional analysis
problems in the final exercises and  Writing performance
objectives
posttests are consistent with the Design 5. List objectives  Developing criterion-
knowledge, skills, and practice exercises in and assessments referenced tests
the materials. (MW5)  Developing
6. List potential instructional strategy
2) Ensure that the level of difficulty on final tactics (MW6)  Developing and
exercises and posttests is consistent with 7. Select and design selecting instruction
tactics (MW7)
preceding exercises. 8. Integrate with
instruction (MW
8)
Develop 9. Select and  Designing and
develop materials selecting instruction
(MW 9)
Pilot 10.  Designing and
Test Evaluate and revise conducting formative
evaluation
 Designing and
conducting
summative evaluation
 Revising instruction

Vocabulary
Motivational Design Simplified motivational design process
 Expectancy value theory - postulates that
Summary of motivational design in relation to  The complete ten-step motivational design behavior potential is the product of the
instructional design process is useful for large-scale projects. strength of a person's expectancy for
Generic Motivational Design Instructional Design The ten-step model provides guidance for success and the personal value of the
Design Steps Steps
in-depth analysis of the audience and desired goal
Analyze 1. Obtain course  Identifying problem
information for which instruction environment and supports documentation  Volition refers to the actions people take to
(motivational is the appropriate of each step for coordination and future achieve a goal
worksheet 1) solution
reference. However, many projects do not

 Action control theory (action control)
consists of six principles (or strategies)
describing self-regulatory attitudes and
behaviors that help protect one's intentions
(stay on task and avoid distractions after
having made a commitment to a goal
 Action Control Strategies
 Selective attention
 Encoding control
 Emotion control
 Motivation control
 Environment control
 Parsimonious information processing
 Self-regulation - Learners who self-regulate
"set goals for their learning and then
attempt to monitor, regulate, and control
their cognition, motivation, and behavior,
guided and constrained by their goals and
the contextual features of the
environment". They try to manage all
aspects of motivation that have been
discussed so far in the chapter.
 Intrinsic motivation refers to engaging in
tasks for the pleasure that comes from
them. Intrinsic motivators are ones for
which there is no apparent reward except
the activity itself
 Extrinsically motivated activities are
undertaken because they have instrumental
value; that is, they are necessary steps
toward accomplishing goals that are valued
 Extrinsic reward can have an
undermining effect on intrinsic
motivation
 Attention
 Curiosity is an innate drive (like hunger)
that is activated when the appropriate
MOTIVATIONAL DESIGN
stimuli are present and disappears
when the body or mind's needs are
met.
 Epistemic curiosity is aroused when a
question is raised and reduced by
obtaining its answer
 Specific exploration (perceptual
curiosity) - The definition of perceptual
curiosity is increased perception and/or
sensory stimulation
 Diversive exploration (diversive
curiosity) results in settings that are
monotonous or boring and does not
have a specific object. The organism
searches for anything that is interesting
or novel and is not reduced by specific
information gathering
 Cognitive dissonance occurs when two
ideas or behaviors are perceived to be
inconsistent or contrary
 Sensation seeking is in contrast to
boredom and refers to the extent two
which people seek unusual or novel
experiences
 Relevance
 Valence is used to characterize a
person’s affective attitude toward a
goal.
 Positive valence means that a person
prefers the attainment of a certain
outcome to not attaining it.
 Negative valence means that a person
wishes to avoid the outcome or is
indifferent to it.
 The strength of valence results from the
instrumental value of the goal (the
perceived connection between
accomplishing the goal as a means of
accomplishing subsequent goals) and
the intrinsic value of the goal (the
degree to which the goal is valued as an
end-in-itself).
 Expected satisfaction is influenced by
both intrinsic and instrumental value
(or consequences).
 Effectance motivation leads to the
development of competence.
Interaction with the environment and
the environment's interaction on them
results in feelings of efficacy which refer
to the satisfying feelings of mastery or
insight as one interacts with the
environment.
 Goal orientation refers to whether
people are focused more on the
outcomes of their goal striving behavior
or the activities in the process leading
toward the goal.
 Absolute interests are firm and
predictable interest arousing events
such death, danger, power, and sex.
 Relative operators such as
unexpectedness or novelty are
contextual in relation to individuals and
are not firm or predictable interest
arousing events.
 Seductive augmentation (seductive
detail) refers to information that is
interesting but unimportant (or
irrelevant). Information that is
irrelevant to the primary message of
the passage or to the learning
objectives in an instructional program,
but not necessarily irrelevant to the
general topic. This is more restrictive

use than in broader literature in which
material considered irrelevant what
have no relation to the topic.
o Irrelevant but interesting
material diverted attention
from the central concept of the
passage.
 Cognitive interest vs. seductive detail.
Cognitive interest is material that adds
explanatory detail to the content and
does not result in learning interference.
Seductive detail is interesting but
irrelevant information. Seductive detail
can be illustrations (seductive
illustrations) or text (seductive text).
Seductive detail leads to learning
interference by prompting
inappropriate organizational schemas
rather than simply distracting or
disrupting the learner.
 Seductive illustrations – one form of
seductive detail. Results are consistent
and illustrate the interference effect of
seductive detail and previous research
on learning from text which illustrates
the beneficial effect of relevant
illustrations. The interference effect of
seductive details results from their
prompting of organizational schemas
rather than distracting or disrupting the
reader.
 Confidence
 People who believe they will be
rewarded appropriately by means of
grades, recognition, money, privileges,
or other tangible outcomes if they do a
good job are considered to have an
internal locus of control. See
MOTIVATIONAL DESIGN
connection between effort and
consequences. Effort and performance
quality leads to consequences.
 People who believe that being
rewarded depends on luck, personal
favor, or other uncontrollable
influences, regardless of how well or
poorly they achieve, are considered to
have an external locus of control. Have
control over behavior.
 The origin-pawn concept refers to the
degree to which people believe they
have control over their lives. Pawns
have little control over their life, they
are puppets. An origin is someone who
feels in control of their fate.
 Self-efficacy refers to a person's belief
that he or she can succeed in
performing a given task
 Attribution theory - observation that
people vary with respect to their
attributions of the causes of success
and failure. Internal versus external,
stable versus unstable, and controllable
versus uncontrollable.
 Self-fulfilling prophecy refers to a
special type of expectancy belief - a
belief that although initially false
becomes true as a result of believing in
it
 Actor observer effect – interpretations
of people’s behavior depending upon
whether they are the actor or the
observer
 Learned helplessness – 2 stage process:
1) failure is unavoidable and
inescapable. 2) success becomes
possible, but failure persists. See no
connection between behavior and
results, between effort and
consequences.
 Learned optimism - People can learn to
be more optimistic by a well-researched
and validated process of cognitive
restructuring involving a set of
attributional exercises and other
activities designed to help develop new
more productive patterns of thinking
and behaving.
 Ability beliefs - Peoples beliefs about
their abilities will influence their
expectancies for success, attributions,
and performance.
 Entity concept of ability is a belief that
ability or aptitude is relatively fixed and
unchanged. From this perspective,
people believe that you either have an
aptitude for a given activity or you do
not, or that you have a specific level of
ability and that you can't change it to
any meaningful degree.
 Incremental concept of ability is the
belief that one's ability in any of these
areas can be improved with effort, even
if it is a slow process.
 Satisfaction
 Effectance motivation - the
achievement of personal goals under
the conditions of personal control leads
to positive emotional outcome known
as feelings of efficacy.
 In contrast, the use of reinforcement
contingencies to manage another
person's behaviors tend to take
personal control away from that person

and put it in someone else’s hands.
These extrinsic controls and incentives
have a detrimental, undermining effect
on intrinsic motivation and learning.
 Shaping - Shaping is commonly defined
as rewarding ever closer
approximations (successive
approximations) of a desired terminal
behavior. Positive reinforcement is used
immediately following an
approximation of the target behavior.
Shaping can also be used to decrease a
behavior through aversive stimulus. In
concern to shaping, reinforcement is
constant until the behavior is
established, and then to maintain the
behavior intermitted reinforcement is
applied. In the context of skill building,
as the learners build their skills they are
rewarded for improvement.
 Classical conditioning – conditioning
involuntary behaviors. 1) Identify
unconditioned stimulus (UCS) and
unconditioned response (UCR). This
means UCS evokes the UCR w/o any
previous conditioning. 2) Present a
neutral stimulus in the presence of the
UCS -> UCR pairing. Based on the
frequency and intensity of this
association, the neutral stimulus will
begin to evoke the response, and is
then known as a conditioned stimulus
(CS). The UCR now becomes the
conditioned response (CR). Thus CS-
>CR.
 Extinction - refers to the elimination or
reduction of a learned behavior through
a process of disassociating the
conditioned stimulus with the
MOTIVATIONAL DESIGN
conditioned response (in classical
conditioning) or by not reinforcing the
behavior (in operant and instrumental
conditioning). In operant conditioning
when a behavior is not followed by a
reinforcing stimulus that response
becomes weaker and weaker. In
classical conditioning, extinction
eliminates a behavior by breaking the
stimulus-response connection.
Behaviors that have been reduced in
strength (and eliminated) through
extinction are said to be “extinguished.”
http://www.sinauer.com/bouton/glossary.html
 Operant conditioning – conditioning
voluntary behaviors by managing the
consequences of a behavior to either
increase or decrease the frequency of
that behavior. The relationship between
a behavior and its consequence is
known as a contingency and
contingency management is the
implementation of specific types of
relationships. There are five
contingency management relationships:
+S+ (administer something pleasant,
positive reinforcement); -S- (take away
something unpleasant, negative
reinforcement); +S- (administer
something aversive); -S+ (take away
something pleasant). SD (discriminative
stimulus) is the stimulus preceding the
occurrence of a behavior and signals
that a given contingency is in effect.
 A token economy is a behavior
modification tool in operant condition
that uses tokens to increase desired
behaviors and decrease undesirable
behaviors. Individuals acquire tokens
immediately following the display of a
desired behavior. Token economies are
one type of contingency management.
The tokens are later exchangeable for a
something meaningful, such as a
privilege or a tangible object.
 Positive reinforcement is a contingency
management relationship also known
as +S+ and refers to the administration
of a pleasant reward immediately
following a desired behavior. Its
purpose is to increase the frequency of
the desired behavior.
 Vicarious learning is commonly defined
as learning through others experiences.
It is often said that the most wise of
individuals through others’ mistakes.
Vicarious learning is truly the
exploitation of others’ knowledge for
one’s own benefit.
 Unexpected reward is a reward that
someone isn’t expecting to receive. It is
the opposite of an expected reward, a
reward that they are expecting to
receive. Research generally shows that
learners’ intrinsic motivation is not
decreased when presented with
unexpected rewards, but is decreased
when they are presented with expected
rewards. This is because in the later
case, the learners do not infer an
intrinsic motivator for their behavior,
thus leading to learners not wanting to
show the behavior again when the
reward is removed. That said, however,
when endogenous expected rewards
are present they have not been shown
to reduce intrinsic motivation.
 MOTIVATIONAL DESIGN

 Feelings of efficacy commonly refer to  Equity theory - Inequity creates

the emotional state that accompanies dissatisfaction, which is comparable to
increases in self confidence. Feelings of dissonance and results in efforts to
efficacy are commonly used in the reduce these negative feelings.
context of self-efficacy, which refers to  Perceived equity refers to the
an individual’s belief in their capability perceptions learners have in concern to
of accomplishing an action. Positive the distribution of rewards. Learners
feelings of efficacy increase confidence compare their perceived outputs and
in one’s ability to accomplish inputs (rewards) in relation to others
something. Feelings of efficacy are outputs and inputs. Perceived equity is
often conditioned by events in an aspect of equity theory. Perceptions
someone’s life. of equity lie in contrast perceptions of
 Controlling effect refers to rewards that inequity. Whereas inequality stimulates
have a negative effect on intrinsic dissatisfaction, equality stimulates
motivation and are by learners as an satisfaction.
attempt to control or structure their
behavior. Conversely, informational
effect refers to rewards that have a
positive effect on intrinsic motivation.
 Cognitive dissonance theory - people
try to obtain internal consistency
between their thoughts and actions and
that they will change behaviors or
interpretations of them when there is
dissonance.
 Balance theory - Explains whether
people will have positive feelings of
satisfaction toward each other or not.
Like cognitive dissonance theory,
balance theory is based in part on the
assumption that people strive for
consistency among their attitudes, but
it predates dissonance theory and is
grounded in concepts related to
person-environment interactions. If a
state of imbalance exists in likes and
dislikes then an individual will be
motivated to resolve the dissonance.
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 1

Obtain Course Information

Title of instructional unit (course, module, lesson, etc):

Description of content and conditions

1. Purpose (major goal or objective) of this unit:
2. Brief description (actual or expected) of this unit:
3. Is this a new or existing unit? (Check One)
New
Existing
4. What are the logistical considerations of this unit? Will it be
Taught Once Taught Many Times
Modified Often Modified Infrequently
Taught Frequently Taught at widely space intervals
5. How much time is there to revise or create this unit of instruction?

Rationale for the Course

1. What curriculum need or requirement is supposed to be met by this unit of instruction?
2. What are the benefits to the students?
3. If this is an existing course, why is it being changed?
4. What are the perceived motivational or instructional problems?

Context & Setting

1. How does this course relate to other courses taken before or after this one?
2. What delivery system (method of presenting the instruction) will be used (e.g. classroom presentation and
discussion, lecture-lab, self-paced print, offsite or remote site classroom or learning center, home study, etc.)?
3. What is the existing or likely delivery system for this course (e.g. classroom, lecture-lab, self-paced print, CAI, video,
satellite)?

Instructor information
1. Is this an instructor or facilitator led course?
Yes
No
2. How much subject matter expertise do you or the other teachers of this course have?
3. How much classroom experience do the instructors have, and how much variety in the types of courses they have
taught?
4. What kinds of teaching strategies are you or the other teachers familiar and comfortable with?
5. What kinds of teaching strategies would be unfamiliar to, or rejected by you or the other teachers?
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 2

Obtain Audience Information

1. Describe the learners (the target audience):
2. Is this course for entry level or experienced workers?
3. How well do the learners in this class know each other, if at all? For example, will they know each other and have
experience working together, will they be working together after the course even if they weren't before, are they
from different work settings? Are they a reasonably homogenous group, or are there distinct subgroups?
Very well
A little
Not at all
Comments:
4. What are the learners’ overall motivational attitudes toward instruction; education; their job assignments and their
morale within the workplace?
5. What do you expect the students’ general attitudes toward this unit of instruction to be? Is this an elective or a
required unit? Do you expect them to regard this unit of instruction as being useful or of little personal value? Do
you expect them to believe it will be difficult or easy, boring or interesting?
6. What kinds of teaching strategies are the students accustomed to (e.g., lecture followed by exercises, collaborative
groups, case studies, role plays, self-instructional printed materials, computer-based instruction, etc.)? Do you
expect them to have any strong likes or dislikes with respect to various instructional strategies?
7. How useful do students perceive the content of this course to be?
Very Useful
Somewhat Useful
Not very Useful
A Complete Waste of Time
Comments:
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 3

Audience Analysis
1. Does this analysis pertain to a whole class or organization, or one subgroup (use separate forms or identify with a
label as indicated in instructions)?
2. Based on the information in Worksheets 1 and 2, how do you characterize the audience on each of the following
dimensions (describe each and use the graph to portray the results)?
a. Attention readiness (the degree to which the audience will be likely to respond with curiosity and attention to
the instructional material):
b. Perceived relavance (whether the audience is likely to perceive any personal benefit from the course with
respect to motive or goal attainment):
c. Felt confidence (how likely the audience is to feel a comfortable sense of challenge in the course):
d. Satisfaction potential (the audiences preconceived ideas about how they will feel about the outcomes of the
course):
3. Graph of audience analysis. Use this graph to portray the results of your audience analysis. Draw additional graphs
as necessary for additional subgroups or for individuals.

High
Example
High
A S
Performance
Performance C
R1C R2
C
Low
Too Low Acceptable Too High Low
Too Low Acceptable Too High
Motivation
Motivation

4. How would you characterize the major versus the minor problems?
5. Does the major cause appear to be modifiable? If not, which other conditions might be influenced to improve overall
motivation?
6. Is there anything else that should be considered in the audience analysis?
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 4

Analyze Existing Material

Use this worksheet to record your analysis of an existing course or set of course materials or of a course you are
evaluating in consideration for adopting. If you are using a checklist of some type, you may wish to attach the results of
that analysis as supporting information, or substitute those results in their existing format in place of this worksheet.

Instructions: When reviewing existing materials to evaluate their motivational properties there are three questions to
consider: Are there motivational tactics in these materials that are appropriate for the audience? Are there motivational
tactics in these materials that are inappropriate for the audience? Are there deficiencies in motivational tactics; that is, is
there a lack of tactics in areas that were identified in the audience analysis, or areas needed to sustain motivation?

When identifying positive features and problems it is appropriate to refer to the Motivational Tactics Checklist.

1. Attention getting and sustaining features

 Positive features
 …
 …
 Deficiencies or problematic areas
 …
 …

2. Relevance generating features

 Positive features
 …
 …
 Deficiencies or problematic areas
 …
 …

3. Confidence generating features

 Positive features
 …
 …
 Deficiencies or problematic areas
 …
 …

4. Satisfaction generating features

 Positive features
 …
 …
 Deficiencies or problematic areas
 …

5. General comments
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 5

List Objectives and Assessments

Directions: Motivational objectives. Brainstorm and list as many as possible that are appropriate for the project, then
describe the assessment you will use for each objective. Write all objectives that describe specific changes in the
motivational characteristics of the learners that the designer wants to achieve. Note: These are motivational design
objectives and they describe the motivational outcomes that the designer wants to achieve with the learners.
Motivational objectives conform to the same principles as learning objectives (observable behavior, conditions, and
standards [if possible). Assessments. Describe how the designer will determine whether the motivational objective has
been accomplished. Formats. Select one of the two formats.

Note: Motivational goals are expressed in the form of objectives (project objectives) that describe attitudes and feelings
the designer wants the learners to experience in regard to the overall goals of instruction. These are not affective
objectives that describe attitudes and feelings that you want the learners to experience in regard to the goals of the
instruction. These are also not instructional/learner objectives. Two types of motivational goals (or objectives): 1)
Motivational enhancements designed to overcome specific problems (motivational barriers) described in earlier
worksheets. 2) Motivation sustainers designed to sustain motivation.

Overview (of course, lesson, unit or module):

Format 1:
Motivational design objectives Assessments
List objectives (project objectives, not learning Describe what measurements or observations the
objectives) that describe any desired changes that designer will use to determine whether the
you wish to bring about in the motivational profile motivational objectives have been accomplished.
(attitudes) of the learners.
1. 1.
2. 2.
3. 3.
4. 4.
Continue as necessary. Continue as necessary.

Format 2:
ARCS Motivational design objectives
Categories List objectives (project objectives, not learning
objectives) that describe any desired changes
that you wish to bring about in the motivational
profile (attitudes) of the learners.
Assessments
Describe what measurements or observations
the designer will use to determine whether
the motivational objectives have been
accomplished.

Attention 1. 1.
2. 2.
… …
Relevance 1. 1.
2. 2.
… …
Confidence 1. 1.
2. 2.
… …
Satisfaction 1. 1.
2. … 2. …
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 6

List Potential Tactics

Brainstorm as many ideas as you can think of that are related to the motivational issues in the situation. Do not overuse
tactics. Every new tactic has a novelty effect along with any deeper level of motivational connection that it makes. The
mere fact that it is new can stimulate a certain amount of interest. But when the newness wears off, the tactic will
continue to be motivating only if it has substantial and meaningful connection with the students' motivational
requirements. Event then they will tire of it eventually because a desire for novelty is one aspect of the human
motivation. Also, be aware of cognitive orientation as tactics are created. During the brainstorming phase it helps to be
open-minded and uncritical. Think outside of the box. Motivational tactics are subordinate to the instructional tactics.
The role of motivational tactics is to stimulate and sustain student's motivation to learn.

Note: It is not necessary to mention the strategy the tactic is associated with (i.e., variability, difficulty, goal focus) when
listing the tactics.

Motivational tactics for consideration:

ARCS Beginning During End Throughout

Categories (not necessary)
Attention 1. (capture interest) … 1. (goal focus)… 1. 1.
2. (variability)… 2. (motive matching)… 2. 2.
… … … …
Relevance 1. (learning 1. (expectations)… 1. 1.
requirements)… 2. (choice) …. 2. 2.
2. … … …
…
Confidence 1. (difficulty)… 1. (scheduling)… 1. 1.
2. (natural 2. (positive outcomes) 2. 2.
consequences)… … … …
… …
Satisfaction 1.(equity)… 1. 1. 1.
2. 2. 2. 2.
… … … …
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 7

Select and Design Tactics

Considerations when making final selection of tactics:
 Amount of instructional time required.
 Contribution to the instructional objectives.
 Reasonable amount of development time and cost.
 Compatibility with the learning styles of the audience
 Compatibility with the teaching styles of the instructors
 Judiciousness of use. Consider how novelty wears off, and most important of all, do not try to motivate learners who
are already motivated. If a student is highly motivated, then concentrate on effective instructional design and the
maintenance of motivation.
 Do not try to motivate learners who are already motivated! In such a case concentrate on effective instructional
design and on the maintenance of motivation. Excessive “motivational” enhancements will slow them down and
irritate them.

At the end of each tactic list the A, R, C, and S components represented by that tactic.

Beginning
 … (A)
 … (A, C)
 … (C, S)

During
 …
 …
 …

End
 …
 …
 …

Throughout
 …
 …
 …
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 8

Detailed Lesson Plan

Directions:
1. When inserting the course title, include course number, reference number, or any other information used the
organization to catalog the course.
2. If the course has several distinct modules, or unites, use this block to record the title and overall objective for it.
3. The information in this block should be specific. It presents the terminal objective and title for the less being
developed.
4. Describe the instructional strategy. This refers to the overall instructional approach used in this lesson. It could be a
straightforward “instructivist” approach following the events of instruction (Gagne, Wager, Golas, & Keller, 2005) or
some other version of a “content, example, practice” approach. OR it could be a Socratic Dialog approach
experiential learning process, or any one of the many approaches available.
5. Describe the overall motivational strategy. It is based on the audience motivational analysis in Worksheet 3.
6. This column is used to list the learning objectives to be accomplished in the lesson. They should be in sequential
order with the enabling objectives listed first and the terminal objective at the end. These provide the outline for the
lesson. Include both Intermediate Learning Objectives (ILOs) and Terminal Learning Objectives (TLOs).
7. The content column should contain more than just an outline of topics or keywords. It is best to write actual
paragraphs and descriptions of what will be included. This is actually the first step in development. After finishing
the detailed lesson plan, it should be fairly easy to begin writing the actual content of the lesson.
8. What kinds of instructional tactics will be used? For each objective and content summary, describe the instructional
techniques that will be used. These can include lectures, panel discussions, demonstrations, case analyses, video
supplements such as “YouTube” clips, practice activities, self-check quizzes. It is preferable to include short
descriptions that include specific detail such as sample instructions and questions than just a one or two world label
that identifies the type of activity.
9. This column is where you list the motivational tactics associated with each part of the lesson. It is possible to have a
motivational tactic without a corresponding instructional tactic and vice versa. And in still other cases, the two might
be intertwined, which is why there is a dotted line between these two columns. For example, the lesson might begin
with a motivational tactics such as a thought provoking question that precedes the first episode of instruction. In this
case, leave the corresponding part of the instructional strategy column blank. Next, the lesson might contain a case
analysis for the purpose of creating a sense of relevance while demonstrating how a given sales technique is
conducted. In this case, the description could be contained in the instructional strategy column with a brief note in
the motivational tactic column or written across the two columns.
10. It is important in the learning process for both the learner and the instructor to know what is being accomplished.
Assessments provide evidence as to what is being learned and can also indicate how the learners feel about the
process. Attitudes are important in addition to achievement because they indicate whether the learners will
continued to be interested in the topic and will give positive reports of the lesson to others. This assessment column
is for you to list formative as well as summative assessments, including self-check quizzes, scoreable practice
activities, peer review and feedback activities, and tests.
11. It is helpful, especially in classroom or workshop settings, to list the auxiliary materials that will be used in each part
of the lesson. If all of the PowerPoint programs, handouts, web link, easel paper, marking pens… are listed, it helps
the instructor to visualize how the material will be taught and to prepare a materials package list.
12. Finally, it is useful to include time estimates for each part of the lesson. Do not underestimate.
 MOTIVATIONAL DESIGN

Course Title: 5. Lesson Instructional Strategy Overview:

2. Module Title: 6. Lesson Motivational Strategy Overview:

Module Objective: a. Sustaining strategy:

3. Lesson Title: b. Enhancement strategy:

Lesson Terminal Learning Objective (TLO):
6. Sequenced 7. Content 8. Instructional 9. 10. 11. Materials 12. Time
Learning Outline Tactics Motivational Assessments Required
Objectives Tactics
(ILOs & TLOs)
1.1 ….
1.2 …
 MOTIVATIONAL DESIGN

Motivational Design Worksheet 9

Select and/or Develop Materials

This worksheet provides an outline for planning work and recording the results of decisions. The actual tactics will be
developed and integrated into the lesson.

1. Identify existing motivational materials and activities, if any, that will meet needs:
2. List instructional tactics or learning activities that support course objectives and can be modified to incorporate
motivational tactics:
3. List the items (materials or tactics) that will have to be modified or created to meet the motivational requirements
4. Prepare a development schedule (tasks, who, when, how long):
5. Describe each of the resulting motivational tactic products (characteristics, time required, special conditions):

Motivational Design Worksheet 10

Evaluation and Revision

This worksheet is used to summarize the results of evaluation planning and implementation. It does not describe various
types of research design or statistical methods. Its purpose is to provide support for the designer in recording the results
of the evaluation planning and evaluation outcomes.

1. List the evaluation questions:

2. List the evaluation materials to be used (for example, questionnaire, observation, checklist, etc.):
3. Describe the evaluation plan (sample, where, when):
4. Summarize results:
5. List revisions, if any:
 MOTIVATIONAL DESIGN

Simplified Motivational Design Process Worksheets

Two formats

Format 1

Directions: Row 1 – list salient characteristics of the learners overall motivation to learn. Row 2 – include designer
judgments about how appealing the learning task will be to the learner. Rows 3 & 4 – describe learners expected
attitudes toward the medium of instruction and the instructional materials. Based upon the first rows, decide how much
motivational support is required and what types of tactics to use.

Simplified Motivational Design for Title of Course

Design Factors ARCS CATEGORIES
Attention Relevance Confidence Satisfaction
Learner
characteristics
Learning tasks
Medium
Courseware
characteristics
Summary
Motivational tactics
for the lesson

Format 2

Simplified Motivational Design for Title of Course

Analysis & Design ARCS CATEGORIES
Categories Attention Relevance Confidence Satisfaction
Precourse attitudes of
students toward
instructional method
Midterm attitudes
toward instructional
method
Student reactions to
this course content
Characteristics of
students support
during the course
Summary
Examples of
motivational tactics
to be used
 MOTIVATIONAL DESIGN

Motivational Idea Worksheet

Purpose: To aid in recording or generating ideas for motivational tactics.

This is the Setting This is the Situation (Problem)

Situation (Class):

Audience:

Other Helpful Information:

Here is the Idea!

Motivational Goal Tactic Description
(check all that apply) Tactic 1:
Attention Based on (e.g. A.1, R.3 or C.2) & describe tactic.
__ A.1. Capture Interest: What can I do to
capture their interest?
__ A.2. Stimulate: How can I stimulate an
attitude of inquiry?
Tactic 2:
__ A.3. Maintain Attention: How can I vary
my approach?
Relevance
__ R.1. Relate to Goals: How can I best meet
my learner's goals? Do I know their
goals?
__ R.2. Match Interests: How and when can I
link my instruction to the learning styles
and personal interests of the learners?
__ R.3. Tie to Experiences: How can I tie the
instruction to the learner's experiences?
Confidence
___ C.1. Success Expectations: How can I
assist in building a positive expectation
for success?
__ C.2. Success Opportunities: How will the
learning experience support or enhance
the students' beliefs in their
competence?
___ C.3. Personal Responsibility: How will the
learners clearly know their success is
based on their efforts and abilities
instead of luck or instructor bias?
(continue on other side)
Satisfaction Author: _____________
__ S.1. Intrinsic Satisfaction: How can I
encourage and support their intrinsic Result: (How well did this idea work? Are there any special things to do or watch out
enjoyment of the learning experience? for?)
__ S.2. Rewarding Outcomes: What will
provide rewarding consequences to the
learner's successes?
__ S.3. Fair Treatment: How can I build
learner perceptions of fair treatment?
 MOTIVATIONAL DESIGN

Potential Motivational Strategies

Purpose: This checklist is used to assess the motivational characteristics of existing or planned instructional materials in
relation to a particular audience. The results of the analysis are used to identify revisions to existing materials or
specifications for new materials, with respect to their motivational appeal.

Description: The items in the IMMC consist of a list of features that can influence the motivational appeal of
instructional materials. However, it is never appropriate to use these features without reference to the characteristics of
a specific audience, and to the context in which they will be used. Consequently, the checklist asks three questions
about each item in relation to the audience and the materials:

1. Is this feature important for this audience?

2. Is this feature a function of these materials?
3. Is this feature satisfactorily exemplified in these materials?

The responses to these questions lead to one of four decisions:

1. Take no action; the materials are okay (or, the feature does not require development).
2. Consider dropping (i.e. deleting) this feature from the existing or planned materials.
3. Consider adding this feature to the existing or planned materials.
4. Examine other parts of the lesson or course for the presence and effectiveness of this feature.

Important
Exemplified
for this Consider Examine
in these
audience? dropping. Consider rest of
materials?
A function adding course.
of these No action. strategy.
materials?

Y------------------X
N - - - - - - - - - - - - -<
N--------X
[Given Feature] - - - - <
Y- - - - - -- - - X
Y------ <
Y - - -< N- - - - - - - - - - - - - - - - - - - - - - - - - - - - - X
Y- - - - - - - - - - - - - - - - - - X
N- - - - - - <
N- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - X
 MOTIVATIONAL DESIGN

Attention
A1. Perceptual arousal (concreteness)
What can I do to capture their interest?
1. Are there references to specific people rather than “mankind”, “people”, or other such
abstractions?
2. Are general principles, ideas, or other abstractions illustrated with concrete examples or
visualizations?
3. Are complex concepts or relationships among concepts made more concrete by use of
metaphors or analogies
4. Are items in a series presented in a list format rather than paragraph format?
5. Are step-by-step procedures or relationships among concepts made more concrete by use of
flow charts, diagrams, cartoons, or other visual aids?

A2. Inquiry arousal (curiosity arousal)

How can I stimulate an attitude of inquiry?
1. Are topics introduced or develop problematically (i.e. is a sense of inquiry stimulated by
presented a problem which the new knowledge or skill will help solve)?
2. Is curiosity stimulated by provoking mental conflict (e.g. facts that contradict past experience;
paradoxical examples; conflicting principles or facts; unexpected opinion)?
3. IS a sense of mystery evoked by describing unresolved problems which may or may not have a
solution?
4. Are visuals used to stimulate or create mystery?

A3. Variability
How can I maintain their attention?
Variation in Format
1. Is white space used to separate blocks of information (text and/or illustrations)?
2. Are a variety of typefaces used to highlight titles, quotes, rules, key words, etc?
3. Are there variations in layout (e.g. variation in spatial location of blocks of information)?
4. Are there variations in types of material (e.g. alterations between blocks of text, figures, tables,
pictures, etc.)?
Variation in Style and Sequence
5. Is there variation in writing function (e.g. exposition, description, narration, persuasion)?
6. Is there variation in tone (e.g. serious, humorous, exhortation)?
7. Is there variation in the sequence of the elements of the instruction (e.g. is a sequence such as
‘introduction’, ‘presentation’, ‘example’ varied by changing the order, adding an extra exercise,
etc.)?
8. Is there variation between content presentations an active response events (e.g. questions,
problems, exercises, puzzles)?

Relevance
R1. Goal orientation
How can I relate the instruction to the learners’ goals?
 MOTIVATIONAL DESIGN

Present Worth
1. Is the immediate benefit of the instruction either stated or self-evident?
2. Are comments, anecdotes, or examples included that stress the intrinsic satisfaction of the
subject of instruction?
Future Value
3. Are there statements describing what the learner will be able to do after finishing these
instructional materials?
4. Are some of the examples and exercises clearly related to the knowledge and skills that the
students will need in the future?
5. Is the student told how the successful accomplishment of this instruction is related to future
goal accomplishment (e.g. is success in this instructional situation important for admission to
subsequent courses, selection of a major area of study, or admission to advanced levels of study,
salary increase, job retention, or promotion)?
6. Is the learner told how this instruction will improve his or her general life coping skills?
7. Is the learner encouraged to think of this instruction as contributing to the development of an
intrinsically interesting area of study and development?

R2. Motive Matching

How and when can I link my instruction to the learning styles and personal interests of the learners?
Basic Motive Stimulation
1. Is personal language used to make the learner feel that he or she is being talked to as a person?
2. Are examples (anecdotes, statistics, etc.) provided that illustrate achievement striving and
accomplishment?
3. Is the learner encouraged to visualize that illustrate the feelings associated with achievement?
4. Is the learner encouraged to visualize the process of achieving and succeeding, and the feelings
associated with it?
5. Are exercises included that allow for personal goal setting, record keeping, and feedback?
6. Are exercises included that require cooperative work groups?
7. Are puzzles, games, or simulations included that stimulate problem solving, achievement striving
behavior?
8. In the exercises (including puzzles, games, and simulations), are the learners encouraged to
compete against each other, or preferably, themselves (i.e. trying to beat their own record), or
against a standard?
Role Models
9. Are there anecdotes about noteworthy people in the area of study, the obstacles they faced,
their accomplishments, and the consequences?
10. Are there examples, testimonials, etc., from persons who attained further goals after
successfully completing the course of instruction?
11. Are there references to, or quotations from, people who can convincingly describe the benefits
of the particular skill/knowledge area?

R3. Familiarity
 MOTIVATIONAL DESIGN

How can I tie the instruction to the learner’s experiences?

Connection to Previous Experience
1. Are there explicit statements about how the instruction builds on the learner’s existing skills or
knowledge?
2. Are analogies or metaphors used to connect the present materials to process, concepts, skills, or
concepts already familiar to the learner?
Options for Individualization
3. Is the learner given choices in the content of the assignment (e.g. is the learner allowed to
choose examples and topics of personal interest for at least some of the assignments)?
4. Is the learner given choices in the type of assignment (e.g. is the learner allowed to select from a
variety of means to accomplish a given end)?
 MOTIVATIONAL DESIGN

Confidence
C1. Learning Requirements
How can I assist in building a positive expectation for success?
1. Are there clear statements, in terms of observable behaviors, of what is expected of the learners
as evidence of successful learning?
2. Is there a means for learners to write their own learning goals or objectives?

C2. Positive Consequences

How will the learning experience support or enhance the students’ beliefs in their competence?
Challenge Level
1. Is the content organized in a clear, easy to follow, sequence?
2. Are the tasks sequenced from simple to difficult within each segment of the materials?
3. Is the overall challenge level (reading level, examples, exercises) appropriate for this audience?
Anxiety Reduction
4. Are the materials free of “trick” or excessively difficult questions or exercises?
5. Are the exercises consistent with the objectives, content, and examples?
6. Are methods for self-evaluation, such as answers to exercises, provided?
7. Is conformational feedback provided for acceptable responses, and corrective feedback
provided for responses that do not meet criteria?

C3. Personal Responsibility

How will the learners know their success is based on their efforts and abilities?
1. Are learners given choices in sequencing; i.e. how they can sequence their study of different
parts of the material?
2. Are learners allowed to go at their own pace?
3. Are learners given choices among ways of demonstrating their competency (i.e. alternative
methods of exercising and testing)?
4. Are learners given opportunities to create their own exercises or methods of demonstrating
competency?
5. Are learners given choices over work environment; i.e. working in a room with other people, or
away from other people?
6. Are learners given opportunities to record comments on how the materials could be improved
or made more interesting?
 MOTIVATIONAL DESIGN

Satisfaction
S1. Intrinsic Reinforcement
How can I encourage and support their intrinsic enjoyment of the learning experience?
Positive Recognition
1. Is the student given opportunities to use a newly acquired skill in a realistic setting as soon as
possible?
2. Is there verbal reinforcement of the learner’s intrinsic pride in accomplishing a difficult task?
3. Do the materials include positive enthusiastic comments which reflect positive feelings about
goal accomplishment?
4. Are there opportunities for learners who have mastered a task to help others who have not yet
done so?
5. Are there acknowledgements of any actions or characteristics that were necessary for success?
6. Are there acknowledgements of any risks or challenges that were met?
Continuing motivation
7. Is information provided about areas of related interest?
8. Are learners asked, or informed, about how they might continue to pursue to their interest the
topic?
9. Are learners informed about new areas of application?

S2. Extrinsic Rewards

What will provide rewarding consequences to the learner’s success?
1. Are games with scoring systems included to provide an extrinsic reward system for routine,
boring tasks such as drill and practice?
2. Are extrinsic rewards used to reinforce intrinsically interesting tasks in an unexpected, non-
controlling, manner?
3. Are public congratulations given for good performance?
4. Are students given personal attention while working to accomplish the task, or after successful
task accomplishment?
5. Are reinforcements used frequently when learners are trying to master a new skill?
6. Are reinforcement used more intermittently as learners become more competent at a task?
7. Are threats and surveillance avoided as means of obtaining task performance?
8. Are certificates or “symbolic” rewards used to reward success in individual or intergroup
competition, or at the end of a course?

S2. Equity
How can I build learner perceptions of fair treatment?
1. Are the content and types of problems in the final exercises and posttests consistent with the
 MOTIVATIONAL DESIGN

knowledge, skills, and practice exercises in the materials?

2. Is the level of difficulty on final exercises and posttest consistent with preceding exercises?