ARCS Model of Motivation
Overview:
John Keller’s
ARCS Model of Motivation focuses on eliciting and maintaining motivation within
the learner. Motivation is the over arcing emphasis of this model:
- The facilitator, educator, manger, etc., must first gain the subject/student’s attention
- Then provide/establish relevance with regard to the assignment, task, and, or goals
- Next, build confidence by showing how success is attainable, and, or provide feedback
- Finally, the learning/results must provide satisfaction, either intrinsically or extrinsically (Learning-Theories.com, 2015-a)
The
following link gives a broad, overall understanding of how Keller’s ARCS Model of
Motivation works. It briefly defines the
guidelines necessary for implementing the four principles of ARCS (attention,
relevance, confidence, and satisfaction), which are explained in Keller’s book,
Motivational Design for Learning and
Performance: The ARCS Model Approach (2010). Learning-theories.com: ARCS Model Overview
John Keller’s
Bio
John Keller, the man behind the
creation of the ARCS Model of Motivational Design, received a bachelor’s degree
in Philosophy with a minor in English.
After completion of his bachelor’s degree, he taught high school for six
years in California before enrolling in a doctoral program (Francom &
Reeves, 2010, p. 55). It was 1974 when
he finished his education with a doctorate in “instructional systems technology
and minors in organizational behavior and research and evaluation,” which put
him on a path towards the research and development of his widely used ARCS
Model (Francom & Reeves, 2010, p. 55).
As of 2010, Keller was a practicing professor at Florida State
University [FSU] for the Department of Educational Psychology and Learning
Systems, while continuing to publish articles and consult for various
businesses, government entities, and academic institutions (Francom &
Reeves, 2010, p. 55). However, it does not appear as though he is still an
active professor at FSU, considering his academic website is no longer active,
and there have been no further contributions to his ARCS Model website, since September 2013.
The
following link provides further information about John Keller’s education and
studies, which resulted in The ARCS Model of Motivation. This article was included on John Keller’s ARCS Model Website, which was authored
and designed by him. Article: John Keller's Bio
ARCS
Model: Family Tree
Theoretical School:
Cognitivism/Pragmatism
Cognitivism
Theory was an adaptation of the Behaviorism Theory as psychologists looked for
ways to further explain the link between stimulus and response, according to
Harasim (2012), “there were a number of other factors that intervened to
mitigate or reduce the ‘predictability’ of a response to a stimulus (Winn &
Snyder, 1996) (p. 47).” Psychologists
merely shifted their perspective and research to an understanding of how the
internal mental processes could promote learning, rather than focusing on
external behaviors (Harasim, 2012, p. 47).
In essence, Cognitivist psychologists were concerned with how the mind
worked with regard to understanding how the mind processed and assimilated
information (input), in order to promote an outcome (resulting behavior).
Characteristics of
Cognitivism:
- Stimulus or input = resulting behavior
- Facilitator driven with student-centered outcome
- Instructor provides stimuli, which elicits desired behavior in student (Harasim, 2012, p. 50)
Embedded Theory:
The Elaboration
Theory is relevant to the ARCS Model of Motivation because it relies on a
sequencing of instruction and procedures and instills meaning and motivation,
according to the Learning-Theories website (2015-b).
Influential Instructional Model:
Gagne’s Nine
Events of Instruction was influential in Keller’s studies and design, in fact “Keller
attributes Gagne with having influence on his thinking prior to 1985,” and this
is further expounded upon by “Okey and Santiago (1991) . . . demonstrat[ing]
that Keller’s ARCS Model is actually applicable to all of Gagne’s nine events
of instruction” (Shellnut, 1996, p. 5), as shown in the illustration below.
The link
below is a comprehensive chart, which defines the three basic principles/theories. It includes each principle's embedded theories, in addition to some of the main contributing psychologists/theorists. The corresponding instructional models are also briefly defined.
Basic Principles of
ARCS Model of Motivation
According to
Keller’s ARCS Model website, there is
a process to creating instructional design that will motivate students by “connecting
instruction to the goals of learners, providing stimulation and appropriate
levels of challenge, and influencing how the learners will feel following
successful goal accomplishment, or even following failure.” In order, to
assess learners’ motivation when creating a lesson plan, consider the following:
·
Knowing and identifying the elements of human motivation,
·
Analyzing audience characteristics to determine motivational
requirements,
·
Identifying characteristics of instructional materials and
processes that stimulate motivation,
·
Selecting appropriate motivational tactics, and
·
Applying and evaluating appropriate tactics (Keller, 2013).
This is accomplished by creating a lesson plan, which
grabs the learner’s attention,
creates relevance
between the learner and the objective, builds confidence within the learner, and provides satisfaction to the
learner, either, intrinsically or extrinsically.
For further information regarding the ARCS Model of
Motivation, please refer to Keller's Official Website, which was last updated
in 2013. His website gives an overview
of the model, as well as, sharing additional contributions to the analysis of
motivational designs.
Practical Example of
ARCS Model @ Work
Below is a
brief overview of how I would utilize Keller’s ARCS Model within my classroom.
Lesson:
Writing a Cover Letter for a Resume
Learner
Objective/Outcome: Students will be able to produce an effective cover letter for
his/her resume.
ARCS Model
|
Lesson Plan Overview
|
Attention
|
·
Read an
ineffective/humorous example of a cover letter
|
Relevance
|
·
Share an
effective example of a cover letter and examine the relevance of writing
effective business letter, including but not limited to cover letters
|
Confidence
|
·
Provide
students with guidelines for writing a business letter
·
Provide
feedback on student’s submitted rough draft, noting successful and effective
attributes
|
Satisfaction
|
·
Allow students
to demonstrate their business letter writing skills by submitting their cover
letter to a potential employer
·
Or writing and submitting
another business letter format, requesting something tangible for the classroom
(e.g. contribution of technology, business donations, etc.)
|
The chart below is beneficial when constructing a lesson plan, or adapting a previous one, in order to promote motivation within the classroom.
(http://edel518spring2011.wikispaces.com/Hypermedia)
References
Francom, G.
& Reeves, T.C. (2010). John M. Keller: a significant contributor to the
field of
educational technology. Educational Technology. [PDF
doc.]. Retrieved from
http://media.wix.com/ugd/8596b6_52421b72d50c08350906269932a6f36c.pdf
George Mason
University. (2014). Select instructional models/ theories to develop
instructional
prototypes. Instructional
Design Knowledge Base. [Website].
Retrieved from
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Harasim, L. (2012).
Learning theory and online technologies. New York, NY: Taylor & Francis
Group. [Kindle Edition]. Retrieved from www.amazon.com
Keller, J.
(2013). ARCS design process. ARCS
Model.com. [Website]. Retrieved from
http://www.arcsmodel.com/#!arcs-design-process/cvbe
Learning-Theories.com.
(2015-a). ARCS model of motivation
(Keller). [Website]. Retrieved from
Learning-Theories.com.
(2015-b). Elaboration theory (Reigeluth).
[Website]. Retrieved from
Shellnut, B.
J. (1996). John Keller: a motivating influence in the field of instructional
systems
design. Wayne State
University. [Dissertation]. Retrieved from
http://media.wix.com/ugd/8596b6_f25d8ac72eca2f256d03200474763b0c.pdf
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