ARCS is a
description of how to create lessons and tailor teaching to produce motivation
in the learner. In this tutorial you will be given information about John
Keller and his model of learning motivation called the ARCS model.
Who is John Keller.
John M. Keller Ph.D is a professor
of instructional systems and educational psychology. He is currently employed
as the program co-ordinator in Florida
state University in the 1970.S. According to Keller the Problem Faced by an
instructor is not only how to first gain A learner’s Attention but how to hold
it throughout a course of lesson.
Keller believed
that motivation played a crucial role in the learning process. He designed the
ARCS model. This model can use incorporated within Gagne’s nine events of
instructions. It cannot be used as a stand alone system of instructional
design.
ARCS is an acronym
for Attention, Relevance, Confidence, and Satisfaction, let us look at each
factor.
Attention
The first step that
a teacher must take when presenting a lesson is gaining the students attention
- Without this step. Nothing else cant
take place.
- It
is essential to not only gain the students attention but the teacher must be to
maintain that attention throughout the lesson.
Keller goes on to describes six
strategies for gaining and maintaining attention they are.
Concreteness
The first strategy
is to use specific examples to grab you learner’s interest. This may be by
using district visual stimuli related to the topic or to introduce or highlight
a topic by using examples such as stories or biographies. The goal is to grab
your learner’s attention by tying the topic to concrete examples.
Incongruity and conflict
Using this strategy
instructors may pose facts or statement
that run contrary to their learner’s previous experiences, or play devils
advocate while discussion the subject to be covered. The goal is to stimulate
interest by taking a novel or contradictory point of view while exploring a
topic.
Humor
This strategy may involve
using a joke as an introduction to your material or using a pun or a running
gag while delivering material that may overlap or become redundant. You want to
break up monotony and maintain interest by lightening up the subject. Just
remember that your goal is to hold your learner’s attention, not to become a
stand up comedian. Too much humor may distract from your main topic.
Variability
An instructor may
use variability by incorporating a combination of methods in presenting
material. An example would be to have the learners read an article or watch a
video, then divide the classroom into groups to review the material and to
answer questions posed by it. By using a change in the instructional format you
can both stimulate and maintain interest in a subject.
Participation
This strategy my
involve learners role playing or the use of games or simulations to get them
involved in the material. It also may involve hands on learning by students
working in a lab or teaming up to do research.
Inquiry
Inquiry is used to
stimulate curiosity by posing questions or problems for students to solve. It
may involve students brainstorming to come up with solutions to the lesson or
letting them select topics for projects that they already have interest in.
Relevance
- Attention and motivation will not be maintained how ever
unless the learner believes the training is relevant.
- Use concrete language and examples with
which students are familiar.
- Provide
examples and concept that are related to learner’s previous experiences and
values.
The six relevance
strategies influence how the learning take is portrayed to the learner, rather
than impacting directly on the content itself. John Keller describes the
relevance strategies with the following terms:
1. Experience
2. Present Worth
3. Future Usefulness
4. Needs Matching
5. Modeling
6. Choice
Experience
The first strategy
to assist in relevance suggests that instruction should tell learners how the
new learning will use their existing skills. Students will have an opportunity
to use prior knowledge in order to comprehend the new skill(s).
Present worth
As opposed to
stressing its value in the future, the second relevance strategy suggests that
instruction clearly state the current value of instruction.
Future usefulness
The third relevance
strategy suggests explicitly tying instructional goals to the learner’s future
activities and having learners participate in activities in which they relate
the instruction to their own future goals. Example: In hopes of obtaining
useful study skills for college, students enrolled in Advanced Placement
courses in high school study longer and work harder.
Needs Matching
The fourth
relevance strategy is called needs matching. Needs matching may be accomplished
by capitalizing on the dynamics of achievement and risk taking, power, and
affiliation.
Modeling
The fifth relevance
strategy is modeling. Some activities that use this strategy include use of
alumni as guest speakers, and allowing students who finish self-paced work
first to serve as tutors. In both cases, the learner models their in learner
models their instructor’s beliefs or techniques.
Choice
The sixth strategy
that enhances relevance is choice. Choice may be implemented by allowing
learners to use different methods to pursue their work or allowing learners a
choice in how they organize it.
Confidence
Students can gain
confidence in their own abilities when they experience success at challenging
tasks.
- Success is important but
it also needs a degree of challenge to it.
Many learners hesitate to participate in the learning
process because they lack confidence. In order to spur learner confidence, the
instructional design team must develop curriculum that has.
Clear Learning Objectives
Learners should
have a clear understanding of what it is they are going to learn. Incorporating learning goals and/or
objectives into lessons can be a big help. Providing examples of exemplary and
acceptable work along with grading rubrics can also be a big help in making learning
objectives more obvious.
Increasing levels of Difficulty
Every journey
begins with a single step. The process of learning is no different. Learners
will be more motivated to continue, if small successes are experienced along
the way. Start with a simple, but challenging lesson, and continue with lessons
that are increasing more difficult. Each successive lesson can be made more
challenging by building on the knowledge and skills aquired in the previous
one. However, if you make your game (or lesson) too difficult, no one will want
to play. Remember, small successes along with increasing levels of difficulty
will build learner confidence and keep the learners engaged.
Realistic expectations
Learners should
understand that there is a correlation between the amount of energy they put
into a learning experience and the amount of skill and knowledge they will gain
from that experience. Using a Gantt chart or some other graphical planner to
demonstrate the amount of time needed (or given) to complete a task will give
the learner a clear picture of what to expect. Examples of past projects with
their evaluations are also helpful in communicating you expectations to the
learners.
Learner controlled elements
Learners should
feel some degree of control over their learning and assessment. They should
feel that they are, for the most part in control of their product outcomes and
that their success is a direct result of the amount of effort they have put
forth. Encourage students to “backwards plan” their efforts. This process will
help them to determine the amount of time that they will need to spend on the
learning tasks at hand.
Opportunities for Increased Learner Independence
Provide plenty of
opportunities for learners to practice the application of new knowledge and
skills in a controlled environment 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.
Satisfaction
Learner
satisfaction is a key component of motivation according to Keller’s ARCS model
1988. If learners feel good about learning results, they will be motivated to
learn. What can designer do to ensure learner satisfaction? Keller suggests
three main strategies to promote satisfaction:
Natural consequences
Provides the
learner with realistic or authentic situations which require the application of
the newly-learned skill. The more immediate the opportunity to use the new
skill, the better.
Examples : Case studies, role
plays, simulations, games.
Positive consequences
Provide rewards or
feedback that will encourage the learner to continue target behavior.
Motivation feedback can vary from positive comments to extrinsic rewards.
Extrinsic rewards can be as varied as prizes, parties,
travel awards, even cash.
Cautions
v
Don’s annoy the learner by over-rewarding simple behavior.
v Don’t overuse extrinsic rewards as they may overshadow instruction.
v Don’t make the negative consequences too entertaining. You don’t
want the learner to purposely choose the wrong answer.
Equity
Design and maintain consequences and feedback that are
consistent and fair. Make expectations clear so as not to disappoint or
discourage learners.
|
A-Attention
|
R-Relevance
|
C-Confidence
|
S-Satisfaction
|
|
Concreteness
|
Experience
|
Clear learning
|
Natural consequences
|
|
Incongruity and conflict
|
Present worth
|
Increasing levels of difficulty
|
Positive consequences
|
|
Humor
|
Future Usefulness
|
Realistic expectations
|
Equity
|
|
Variability
|
Needs matching
|
Learner controlled elements
|
|
|
Participation
|
Modeling
|
Opportunities for increased learner
independence
|
|
|
Inquiry
|
Choice
|
|
|
Questions
1. ………………is associated
with goal orientation, motive orientation, familiarity.
2. In …………..the students will have an
opportunity to use prior knowledge in order to comprehend the new skills.
3. Confidence provides
opportunity for ………………….
4. ………………gives learners some control over
their learning and provides precise feedback.
5. By using a change in the instructional
format, you can both stimulate and ………….interest in a subject.
Reference
1. Keller, J.M (1987a). Development and use of
the ARCS model of motivational design. Journal of Instructional Development, 10
(3), 2-10.
2. Keller, J. M (1987b). Strategies for
stimulating the motivation to learn. Performance & Instruction, 26 (8),
1-7.
3. Keller, J. M (1999). Motivation in cyber
learning environments. Educational Technology International, 1 (1), 7-30.
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