The ARCS Model of Motivational Design
By: Connie Frith
Keller’s model of motivational design views motivation as a sequence. First, gain the attention of the learner, and then provide relevance of what you are teaching to their personal goals and needs. The learner gains confidence as the learning process unfolds. The satisfaction of the new knowledge provides motivation to continue learning (Driscoll, 1994).
Attention
Often it is easy to gain attention at the beginning of a lesson. Provide variety in presentations through media, demonstrations, small group discussions, or whole class debates.
Relevance
Keller includes familiarity as a component of relevance. Instruction is relevant to the learner if it is related to concrete examples with the learner’s experience. Metaphors, analogies and stories relate information to something the student is familiar with, and helps students understand new concepts.
Once the student sees the relevance they are then in a position to set goals. Self imposed goals provide relevance for the student. Actively setting goals can be an important source of motivation. When individual set goals, they determine an external standard to which they will internally evaluate their present level of performance. Goals must be explicit and attainable to sustain motivation.
Confidence
Confidence and self-efficacy are closely aligned. Three strategies for developing confidence by Driscoll (1994):
1. Create a positive expectations for success by making it clear just what is expected of students. Break complex goals into small chunks.
2. Provide success opportunities for students. Learners gain confidence if they are given enough assistance to perform a task they are not quite capable of doing on their own.
3. Provides learners with a reasonable degree of control over their own learning. Help them to recognize that learning is a direct consequence of their own efforts.
Satisfaction
Satisfaction can be enhanced in a learner by celebrating successes. Publicly celebrating success provides reinforcement for the learner receiving the acknowledgement but also motivates other learners to strive for this acknowledgment.
In a classroom setting it is important to find something to celebrate with all students. At times in an educational environment a learner’s satisfaction can be influenced when he/she compares themselves to others who may have done as well or better. It is important to point out to students that their learning outcomes are individual and must be consistent with their own expectations.
By: Connie Frith
Keller’s model of motivational design views motivation as a sequence. First, gain the attention of the learner, and then provide relevance of what you are teaching to their personal goals and needs. The learner gains confidence as the learning process unfolds. The satisfaction of the new knowledge provides motivation to continue learning (Driscoll, 1994).
Attention
Often it is easy to gain attention at the beginning of a lesson. Provide variety in presentations through media, demonstrations, small group discussions, or whole class debates.
Relevance
Keller includes familiarity as a component of relevance. Instruction is relevant to the learner if it is related to concrete examples with the learner’s experience. Metaphors, analogies and stories relate information to something the student is familiar with, and helps students understand new concepts.
Once the student sees the relevance they are then in a position to set goals. Self imposed goals provide relevance for the student. Actively setting goals can be an important source of motivation. When individual set goals, they determine an external standard to which they will internally evaluate their present level of performance. Goals must be explicit and attainable to sustain motivation.
Confidence
Confidence and self-efficacy are closely aligned. Three strategies for developing confidence by Driscoll (1994):
1. Create a positive expectations for success by making it clear just what is expected of students. Break complex goals into small chunks.
2. Provide success opportunities for students. Learners gain confidence if they are given enough assistance to perform a task they are not quite capable of doing on their own.
3. Provides learners with a reasonable degree of control over their own learning. Help them to recognize that learning is a direct consequence of their own efforts.
Satisfaction
Satisfaction can be enhanced in a learner by celebrating successes. Publicly celebrating success provides reinforcement for the learner receiving the acknowledgement but also motivates other learners to strive for this acknowledgment.
In a classroom setting it is important to find something to celebrate with all students. At times in an educational environment a learner’s satisfaction can be influenced when he/she compares themselves to others who may have done as well or better. It is important to point out to students that their learning outcomes are individual and must be consistent with their own expectations.
