The ARCS Model of Motivational Design

1. The ARCS Model of Motivational Design QIM 501 Instructional Design and Delivery by: Thina agran Thannimalai S-QM0036/10 Lecturer: Dr Balakrishnan Muniandy

2. 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.

3. 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.

4. The ARCS Model of Motivational Design • Attention Relevance Confidence Satisfaction

5. 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

6. Attention • Examples Incongruity and conflict Active Participation Inquiry Humor Variability ARCS

7. Attention • Examples ARCS

8. Attention • Incongruity and conflict ABZ 2 + 2 = 9 ARCS

9. Attention • Active participation ARCS

10. Attention • Inquiry ARCS

11. Attention • Humor ARCS

12. Attention • Variability Variability—An 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

13. Relevance ARCS

14. Relevance • Experience Present worth ((What’s In It For Me)) Future usefulness Needs matching Modeling Choice ARCS

15. 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

16. Relevance • Present worth(What’s 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

17. 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

18. Relevance • Needs matching • Needs matching relates to Maslow’s 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

19. 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

20. 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 what’s taught. ARCS

21. Confidence ARCS

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

23. Confidence • Prerequisites—Learners 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

24. 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.

25. Confidence • Difficulty—Learners 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

26. 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.

27. 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.

28. 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

29. 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

30. Satisfaction ARCS

31. Satisfaction • Natural consequences Positive consequences Equity ARCS

32. 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

33. 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.

34. 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

35. 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

36. 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

37. The ARCS Model of Motivational Design • Attention Relevance Confidence Satisfaction

38. 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. References