ARCS+Model

Motivational Design & Instructional Design: The ARCS Model

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= Summary =

The ARCS Model of Motivational Design is not an instructional design model. However, it complements instructional design by matching instructional design / instructional systems design with research about human motivation.


 * [[image:lecture.png width="345" height="273" caption="Going from this..." link="Image Source Information"]] || [[image:arrow5.jpg width="121" height="118"]] || [[image:idol.png width="406" height="273" caption="...to this!"]] ||

= Related Theories / Influencing Theories =

= = This model draws heavily from research about human motivation (See Tolman’s and Lewin’s Expectancy-Value Theory and Gagne’s Nine Events of Instruction).

= Model Snapshot =

= =

This is a two-pronged approach to instruction and instructional design that attempts bridge the gap between the affective and cognitive domains to create instruction that is effective. “ The analysis of motivational needs and corresponding selection of tactics are based on four dimensions of motivation. These dimensions were derived from a synthesis of research on human motivation and are known as attention (A), relevance (R), confidence (C), and satisfaction (S), or ARCS” (Keller, 1999, pg. 37).

The ARCS model design asks two primary questions:

 * < ==What will you do to make instruction valuable and stimulating to your students?== ||  ||< ==How will you help your students succeed and feel that they were responsible for their success?== ||
 * < ===****Attention:****===
 * < ===****Attention:****===

“Motivation to learn is promoted when a learner’s curiosity is aroused due to a perceived gap in current knowledge” (Keller, 2008, p. 176). There are three subdivisions of attention: ||  ||< ===**Confidence:**===

“Motivation to learn is promoted when learners believe they can succeed in mastering to learn is promoted when learners believe they can succeed in mastering the learning task.”(Keller, 2008, p. 177). ||
 * < * ======Perceptual arousal======
 * ======Inquiry arousal======
 * ======Variability====== ||  ||< * ======Performance requirements======
 * ======Success opportunities======
 * ======Personal control====== ||
 * < ===**Relevance:**===
 * < ===**Relevance:**===

“Motivation to learn is promoted when the knowledge to be learned is perceived to be meaningfully related to a learner’s goals” (Keller, 2008, p. 177). ||  ||< ===**Satisfaction**===

“Motivation to learn is promoted when learners anticipate and experience satisfying outcomes to a learning task” (Keller, 2008, p. 177). ||
 * < * ======Goal orientation======
 * ======Motive matching======
 * ======Familiarity====== ||  ||< * ======Intrinsic reinforcement======
 * ======Extrinsic reinforcement======
 * ======Equity====== ||



= Design Framework =

Keller proposes a design framework that to be used in tandem with instructional design models. Ideally, “...motivational design involves the enhancement of an already existing product” (Keller, 1987b, p.2).

Define
Identify gaps in motivation and is used to formulate motivational objectives and measures (similar to task and instructional analysis in ID / ISD)

Design
Generation, selection, and integration of ideas for accomplishing motivational objectives. “It ... is important to determine whether the motivational strategy will contribute to the accomplishing the learning objectives” (Keller, 1987b, p.6).

Develop
Motivational material is created in conjunction with instructional material.

Pilot
Test motivational materials for effectiveness and revise as necessary.

**Motivational Design Framework & Process Questions**

• What do I want to accomplish with respect to the motivational dynamics of the audience? • How will I determine whether I have accomplished m motivational objectives? || • Which strategies seem to be most acceptable for this audience, instructor, and setting? • How do I combine the instructional and motivational components into an integrated design? || • How do I rework the instructional material to improve its motivational appeal? • How can I get feedback as to whether these motivational strategies are likely to work? || • How can I detect the expected and unexpected motivational effects of the course? • How do I determine whether the course should be revised or go “online”? ||
 * < **Phases** ||< **Activities** ||
 * < **Define** ||<  ||
 * < # Audience motivation analysis
 * 1) Motivational objectives
 * 2) Motivational criterion measures ||< • What are the audience’s motivational attitudes toward the course to be offered?
 * 1) Motivational criterion measures ||< • What are the audience’s motivational attitudes toward the course to be offered?
 * < **Design** ||<  ||
 * < # Generate potential strategies
 * 1) Select strategies
 * 2) Integrate strategies ||< • How many possible strategies are there that might accomplish the motivational objectives?
 * < **Develop** ||<  ||
 * < # Prepare motivational materials
 * 1) Enhance existing instructional materials
 * 2) Develop test ||< • How do I locate or create motivational materials to achieve the objectives?
 * < **Pilot** ||<  ||
 * < # Implement with T-pop
 * 1) Evaluate effects
 * 2) Certify or revise ||< • How do I prepare for and conduct and pilot test with representatives of the target population?

Keller, J.M. (1987b). “Table 2.” The systematic process of motivational design. //Performance & Instruction// 26(9), 1-8.

This framework can be applied to most instructional design models.

= Application =

= =

Integrating ARCS Model into Social Bookmarking Lesson
http://literacy.purduecal.edu/student/shmccoy/Mod4/index.html

What happens when you aren’t at your computer? Show learners Diigo bookmarks and its functionality.
 * || **Motivational Objective** || **Instructional Objective** || **Strategy** || **Example** ||
 * **Attention** || Learners will indicate that they are interested in knowing what social book marking tools are. || Learners will define social book marking. || Perceptual arousal – Use specific, relatable examples || How many of you use your bookmark toolbar when searching for resources online?

Solicit audience participation ||
 * **Relevance** || Learners will indicate that social bookmarking can be used with their students. ||  || Goal orientation (Present and future usefulness)

Familiarity (Use examples that are related to the learners’ work) || Imagine not being tied to your computer... Research project revision: Throw out the tired research paper and assign an annotated bibliography that requires them to use Diigo to save, summarize, and annotate online resources. || ...learners will create a note. ...learners will create a highlight. || Success opportunities( present challenges for learners to experience success) Personal control (Use individual and group challenges to allow for learner preferences) || Give students time to find online resources and create bookmarks, highlights, and notes.
 * **Confidence** || Learners will indicate that the content of the workshop was appropriate for their ability levels and needs. || Given a webpage, learners will create a public bookmark that includes a title, description, and tags.

With a partner, brainstorm ideas for integrating social bookmarks with curriculum. ||
 * **Satisfaction** || Learners will indicate that the content of the workshop met their expectations for usefulness. ||  || Intrinsic rewards

Extrinsic rewards || Ask groups to share with larger class.

Give feedback as students practice using Diigo to bookmark, highlight, and annotate online resources.

Brainstorm with class to elaborate on ideas. || media type="custom" key="10465930"

=Sources=

Becker, M. (2010). American idol auditions. [image] Retrieved from http://ww.billboard.com/news/american-idol-auditions-move-to-myspace-1004114870.story

Bored students. [Image]. Retreived from http://edreformer.com/2010/09/boredom-dampens-us-achievement/

Chauncey, S. (n.d.). ARCS model. Motivation at a Glance: An ISchool Collaborative Retrieved from http://sites.google.com/site/motivationataglanceischool/arcs-motivation-model

Cheng, Y.C. & Yeh H.T. From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. //British Journal of Educational Technology// 40(4): 597-605. Available from http:

//Keller, J. M. (1999).// Using the ARCS motivational process in computer-based instruction and distance education. //New Directions for Teaching and// //Learning,// 78, 39-47//.//

//--. (1987a). Strategies for stimulating the motivation to learn.// //Performance & Instruction//, 26(8), 1-7.

--. (1987b). The systematic process of motivational design. //Performance & Instruction//, 26(9), 1-8.

//--. (2008).// First principles of motivation to learn and e3-learning. //Distance Education, 29 (2), 175 – 185//.

Main, R. G., & California State Univ., C. n. (1992). Integrating the Affective Domain into the Instructional Design Process. Retrieved from EBSCOhost.

Poulsen, A., Lam, K. Cisneros, S, & Trust, T. (2008). ARCS model of motivational design. Available from www.torreytrust.com/images/ITH_Trust.pdf