The ARCS Model of motivation was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation. (3)
The resulting model contains a four category synthesis of variables that encompasses most of the areas of research on human motivation, and a motivational design process that is compatible with typical instructional design models.
Attention
(1) Perceptual arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or
(2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved.
Tactics for this can range from simple
unexpected events (e.g. a loud whistle, an upside-down word in a visual) to mentally
stimulating problems that engage a deeper level of curiosity, especially when presented at
the beginning of a lesson.
Another element is variation, which is necessary to sustain
attention. People like a certain amount of variety and they will lose interest if your teaching
strategies, even the good ones, never change.
Relevance
Even if curiosity is aroused, motivation is lost if
the content has no perceived value to the learner.
Relevance results from connecting the
content of instruction to important goals of the learners, their past interests, and their learning
styles.
One traditional way to do this is to relate instructional content to the learners’ future job
or academic requirements. Another, and often more effective approach is to use simulations,
analogies, case studies, and examples related to the students' immediate and current
interests and experiences.
For example, secondary school children enjoy reading stories with
themes of stigma, popularity, and isolation because these are important issues at that time of
their lives.
Confidence
This is accomplished by helping
students establish positive expectancies for success.
Often students have low confidence
because they have very little understanding of what is expected of them. By making the
objectives clear and providing examples of acceptable achievements, it is easier to build
confidence.
Another aspect of confidence is how one attributes the causes of one’s
successes or failures. Being successful in one situation can improve one’s overall confidence
if the person attributes success to personal effort or ability.
If the student believes that
success was due to external factors such as luck, lack of challenge, or decisions of other
people, then confidence in one’s skills is not likely to increase.
to sustain this motivation, the fourth condition of motivation is
required,
Satisfaction
It refers to positive feelings about one's accomplishments and
learning experiences. It means that students receive recognition and evidence of success
that support their intrinsic feelings of satisfaction and they believe they have been treated
fairly.
Tangible extrinsic rewards can also produce satisfaction, and they can be either
Integrating motivation substantive or symbolic.
That is, they can consist of grades, privileges, promotions or such
things as certificates, monogrammed school supplies, or other tokens of achievement.
Opportunities to apply what one has learned coupled with personal recognition support
intrinsic feelings of satisfaction. Finally, a sense of equity, or fairness, is important.
Students
must feel that the amount of work required by the course was appropriate, that there was
internal consistency between objectives, content, and tests, and that there was no favoritism
in grading.
References
- Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
- Keller, John M. “Development and use of the ARCS model of instructional design.” Journal of instructional development 10, no. 3 (1987): 2-10.
- Keller, J.M. Journal of Instructional Development (1987) 10: 2. https://doi.org/10.1007/BF02905780
- https://app.nova.edu/toolbox/instructionalproducts/ITDE_8005/weeklys/2000-Keller-ARCSLessonPlanning.pdf
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