Professional Documents
Culture Documents
Motivational Design
QIM 501
Instructional Design and Delivery
by:
Thina agran Thannimalai
S-QM0036/10
Lecturer:
Dr Balakrishnan Muniandy
Overview
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
ARCS
Relevance
Experience
Present worth ((Whats In It For Me))
Future usefulness
Needs matching
Modeling
Choice
ARCS
Relevance
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.
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
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
ARCS
Satisfaction
Positive consequences
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)