Definition Of Motivational Design

ARCS MODELS The ARCS model is based on Tolmans and Lewins expectancy-value theory, which presumes that people are motivated to learn if there is value in the knowledge presented (i.e. it fulfills personal needs) and if there is an optimistic expectation for success (Poulsen, et.al., 2008:2). The ARCS model consists of four main categories: Attention, Relevance, Confidence, and Satisfaction. Characteristics Of the ARCS Model

The ARCS model is based on a synthesis of motivational concepts and characteristics into the four categories of attention (A), relevance (R), confidence (C), and satisfaction (S). These four categories represent sets of conditions that are necessary for a person to be fully motivated, and each of these four categories has component parts, or subcategories (Table 1), that represent specific aspects of motivation (John M. Keller, 2000:2). 1) Attention First, a lesson must gain the learner's attention. 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 (John M. Keller, 2000:2). The attention mentioned in this theory refers to the interest displayed by learners in taking in the concepts/ideas being taught. This component is split into three categories: perceptual arousal, using surprise or uncertain situations; inquiry arousal, offering challenging questions and/or problems to answer/solve; and variability, using a variety of resources and methods of teaching. Within each of these categories, Keller has provided further sub-divisions of types of stimuli to grab attention, which include: Capture Interest / Perceptual Arousal o Concreteness Use specific, relatable examples. o Incongruity and Conflict Stimulate interest by providing the opposite point of view. o Humor Use humor to lighten up the subject. Stimulate Inquiry / Inquiry Arousal o Participation Provide role-play or hands on experience. o Inquiry Ask questions that get students to do critical thinking or brainstorming. Maintain Attantion / Variability Incorporate a variety of teaching methods (video, reading, lecture). Grabbing attention is the most important part of the model because it initiates the motivation for the learners. Once learners are interested in a topic, they are willing to invest their time, pay attention, and find out more.

2) Relevance The second requirement is to build 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 (John M. Keller, 2000:2). Relevance, according to Keller, must be established by using language and examples that the learners are familiar with. The 3 major strategies Keller presents are: goal orientation, motive matching, and familiarity. Like the Attention category, Keller divided the 3 major strategies in to sub-categories, which provide examples of how to make a lesson plan relevant to the learner: Relate to Goals / Goal Orientation: o Present Worth Describe how the knowledge will help the learners today. o Future Usefulness Describe how the knowledge will help in the future (getting into college, finding a job, getting a promotion). Match Interests / Motive Matching o Needs Matching Assess your group and decide whether the learners are learning because of achievement, risk taking, power, or affiliation. o Choice Give the learners a choice in what method works best for them when learning something new. Tie to Experience / Familiarity Modeling The concept of be what you want them to do. Also, bring in role models (people who have used the knowledge that you are presenting to improve their lives). o Experience Draws on learners existing knowledge/skills and shows them how they can use their previous knowledge to learn more. Learners will throw concepts to the wayside if their attention cannot be grabbed and sustained and if relevance is not conveyed. 3) Confidence The third condition required for motivation is 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 ones successes or failures. Being successful in one situation can improve ones 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 ones skills is not likely to increase (John M. Keller, 2000:2). The confidence aspect of the ARCS model focuses on establishing positive expectations for achieving success among learners. The confidence level of learners is often correlated with motivation and the amount of effort put forth in reaching a performance objective. For this reason, its important that learning design provides students with a method for estimating their probability of success. This can be achieved in the form of a syllabus and grading policy, rubrics, or a time estimate to complete tasks. Additionally, confidence is built when positive reinforcement for personal achievements is given through timely, relevant feedback. Keller offers learning designers the following confidence building strategies: Success Expectations / Learning Requirements / Performance Requirements - Learners should be provided with learning standards and evaluative criteria upfront to establish positive expectations for achieving success. If learners can independently and accurately estimate the amount of effort and time required to achieve success, they are more likely to put forth the required

effort. Conversely, if learners are unaware or feel that the learning requirements are out of reach, motivation normally decreases. Success Opportunities / Learning Activities Being successful in one learning situation can help to build confidence in subsequent endeavors. Learners should be given the opportunity to achieve success through multiple, varied, and challenging experiences that build upon one another. Personal Responsibility / Success Attributions - Confidence is increased if a learner attributes their success to personal ability or effort, rather than external factors such as lack of challenge or luck. 4) Satisfaction If the learners are attentive, interested in the content, and moderately challenged, then they will be motivated to learn. But 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 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 (John M. Keller, 2000:2-3). Finally, learners must obtain some type of satisfaction or reward from a learning experience. This satisfaction can be from a sense of achievement, praise from a higher-up, or mere entertainment. Feedback and reinforcement are important elements and when learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic. Keller suggests three main strategies to promote satisfaction: Intrinsic Satisfaction / Self-Reinforcement encourage and support intrinsic enjoyment of the learning experience. Example: The teacher invites former students to provide testimonials on how learning these skills helped them with subsequent homework and class projects. Rewarding Outcomes / Extrinsic Rewards provide positive reinforcement and motivational feedback. Example: The teacher awards certificates to students as they master the complete set of skills. Fair Treatment / Equity maintain consistent standards and consequences for success. Example: After the term project has been completed, the teacher provides evaluative feedback using the criteria described in class. To keep learners satisfied, instruction should be designed to allow them to use their newly-learned skills as soon as possible in as authentic a setting as possible.