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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
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.
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.
The ARCS Model of
Motivational Design

Attention
Relevance
Confidence
Satisfacti
on
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.

ARCS
Attention
Examples
Incongruity and conflict
Active Participation
Inquiry
Humor
Variability

ARCS
Attention
Examples

ARCS
Attention
Incongruity and conflict

AB
2Z
+2=9

ARCS
Attention
Active participation

ARCS
Attention
Inquiry

ARCS
Attention
Humor

ARCS
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
ARCS
Relevance

ARCS
Relevance
Experience
Present worth ((Whats In It For Me))
Future usefulness
Needs matching
Modeling
Choice

ARCS
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.

ARCS
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.

ARCS
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.

ARCS
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.

ARCS
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.

ARCS
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.

ARCS
Confidence

ARCS
Confidence
Objectives & prerequisites
Increasing levels of
difficulty
Feedback
Learner control

ARCS
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.

ARCS
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.
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.

ARCS
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.
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.
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.

ARCS
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.

ARCS
Satisfaction

ARCS
Satisfaction
Natural consequences
Positive
consequences
Equity

ARCS
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.

ARCS
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.
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:

ARCS
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
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.

ARCS
The ARCS Model of
Motivational Design

Attention
Relevance
Confidence
Satisfacti
on
References
Keller, J. M., (1983). Development and Use of the
ARCS Model of Motivational Design (Report No. IR
014 039). Enschede, Netherlands: Twente Univ. of
Technology. (ERIC Document Reproduction Service
No. ED 313 001)

Maslow, A. (1954). Motivation and personality.


New York: Harper.

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