Instructional design/ARCS Model

Definition[edit | edit source]

The ARCS Model was created by John Keller and focuses on motivation. The 4 key components of the ARCS model are:

Attention
Relevance
Confidence
Satisfaction

Without the proper motivation for learners, any learning experience (i.e. e-learning) will not be successful. Motivation is not only important because it is a necessary causal factor of learning, but because it mediates learning and is a consequence of learning.

John Keller's ARCS Model of Motivational Design[edit | edit source]

As discussed in the video, ARCS Model of Motivational Design was created by John Keller when he was researching ways to support learning with motivation. The model is based on the expectancy-value theory, which presumes learners are motivated if there is value in the knowledge presented (i.e. fulfilling personal preferences and needs) and if there is an optimistic expectation for success.

The attention mentioned in this model refers to the interest displayed by learners in taking in the knowledge or skill being taught. For example, in a resume writing tutorial, students are given 10 resumes and 3 minutes to decide who to hire.
The relevance, according to Keller, must be established by using language and examples that the learners are familiar with. For example, in the same tutorial, the Human Resources staff is invited to show examples and non-examples of effective resumes that are well written. They also talk about the process involved in choosing quality candidate based on the quality of the resume.
The confidence component centers on establishing positive expectations for achieving success among learners. For example, the students start to learn write section by section for the resume.
Learners must obtain some type of satisfaction or reward from a learning experience to a sense of achievement. As long as the students follow the "resume writing guideline" they will get a certificate for passing the class.

Practice[edit | edit source]

Part i

Point added for a correct answer:
Points for an incorrect answer:
Ignore the questions' coefficients:

	A. An e-learning courseware designed to provide precise feedback which is also appropriately highlighted
	B. Showing learners a problem with an interesting illustration online so that they may be engaged in brainstorming
	C. Presenting a problem to learners with a video clip so that they apply newly acquired knowledge or skills
	D. Designing a self-running tutorial that will allow learners to choose their own assignments based on prior experiences

	A. Using a short documentary to explain the usefulness of learning this particular content for job searching in future
	B. Providing corrective feedback once the online quiz is submitted
	C. Adding a "show and tell" section to an e-learning course as to let student present the results of their efforts for a sense of accomplishment
	D. Varying the delivery methods in a self-running tutorial including a live lecture, photos, and videos

Part ii

Scenario: Now you are going to design a in-person workshop based on the ARCS Model for high school students in a public school district in Alaska. Goal is to introduce students to the basics skills of scientific inquiry. You have formed some general ideas for this two-hour workshop in which you will target the main elements of an scientific experiment:

Ask a question.
Do background research.
Construct a hypothesis.
Test a hypothesis by doing an experiment.
Analyze data and draw a conclusion.
Communicate your results.

Your audience is Grade 9 (freshmen, adolescents) Alaska Native students who are a mix of non-native and native English speakers. With your survey, observation, interviews with the students' former teachers, as well as the research studies you managed to find, it shows the students have low literacy skills yet very strong visual skills.

By clicking the "edit" tab, apply at least one method for each component in the ARCS Model, considering the context and background provided above.

Name:

A: Use visuals such as handouts and videos that have other adolescents 'teaching' how to perform the tasks.

R: Have students perform a task that is relevant to their everyday life.

C: Have students use other 'good' work as a reference point to complete their project.

S: Provide regular feedback from the start of the project to the end result.