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ARCS Model of Motivational Design

The ARCS model of motivational design aims to stimulate and sustain students' motivation to learn. It was created by John Keller and consists of 4 categories - Attention, Relevance, Confidence and Satisfaction. The model provides a systematic approach to designing instruction that analyzes learner characteristics, identifies motivational strategies, and applies and evaluates tactics to gain and hold student attention, illustrate relevance of content, boost confidence, and provide satisfaction with learning.

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Tang Lih Fang
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274 views

ARCS Model of Motivational Design

The ARCS model of motivational design aims to stimulate and sustain students' motivation to learn. It was created by John Keller and consists of 4 categories - Attention, Relevance, Confidence and Satisfaction. The model provides a systematic approach to designing instruction that analyzes learner characteristics, identifies motivational strategies, and applies and evaluates tactics to gain and hold student attention, illustrate relevance of content, boost confidence, and provide satisfaction with learning.

Uploaded by

Tang Lih Fang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ARCS Model of Motivational Design

Page historylast edited by Gayla S. Keesee 6 years, 6 months ago

Keller's ARCS Model of Motivational Design

"Motivation consists of the amount of effort a person is willing to exert in pursuit of a goal; hence, motivation has magnitude and
direction. Consequently, motivational design is concerned with 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"(Keller, 2006).
An effective instructor must not only gain a learner's attention but hold it throughout a course or lesson. John Keller synthesized existing
research on psychological motivation and created the ARCS model (Keller, 1987). ARCS stands for Attention, Relevance, Confidence, and
Satisfaction.
The ARCS motivational design process is a systematic problem solving approach that requires knowledge of human motivation and
progresses from learner analysis to solution design. More specifically, the process includes:

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's ARCS Model


Attention

1.
2.
3.
4.
5.
6.

1.
Relevance
2.
3.
4.
5.
6.

Incongruity and Conflict: Use contradictions, play "devils advocate"


Concreteness: Use visual representations, anecdotes and biographies
Variability: Changetone of voice, movements, instructional format, media, layout & design of
instructional material, and interaction patterns
Humor: Use puns, humorous analogies & anecdotes, and jokes (w/moderation)
Inquiry: Use problem-solving activities and constructive practices
Participation: Use games, simulations, role-playing, etc.

Experience:
i.
Tell learners how new learning will use existing skills
ii.
Use analogies to relate current learning to prior experience
iii.
Relate to learner interests
Present Worth: Explicitly state the current value of instruction
Future Usefulness: Relate instruction to future goals (have students participate in this)
Need Matching: Give students the opportunity to achieve, exercising responsibility, authority, and
influence
Modeling: Use enthusiasm, peer-modeling, etc.
Choice: (student choice)

Attention

Confidence

Satisfaction

1.
2.
3.
4.
5.
6.

Incongruity and Conflict: Use contradictions, play "devils advocate"


Concreteness: Use visual representations, anecdotes and biographies
Variability: Changetone of voice, movements, instructional format, media, layout & design of
instructional material, and interaction patterns
Humor: Use puns, humorous analogies & anecdotes, and jokes (w/moderation)
Inquiry: Use problem-solving activities and constructive practices
Participation: Use games, simulations, role-playing, etc.

1.
2.
3.
4.
5.

Learning Requirements: Advise students of requirements (goals & objectives).


Difficulty: Sequence activities in increasing difficulty w/continual but reasonable challenge.
Expectations: Use metacognition to forecast outcomes based upon effort; set realistic goals.
Attributions: Encourage students to internalize locus of control by attributing success to themselves
Self-Confidence: Foster using confidence strategies

1.
2.

Natural Consequences: Allow students to use newly acquired skills in realistic, successful settings
Unexpected Rewards: Include student expectation of extrinsic reward (for boring tasks) or use a
surprise reward
Positive Outcomes: Provide feedbackpraise, personal attention, motivationimmediately
Avoidance of Negative Influences: Dont use threats, surveillance practices and total external
evaluation
Scheduling: Repeat reinforcement at fluctuating, non-predictable intervals

3.
4.
5.

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