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ARCS MOTIVATION

Steven J. McGriff, Ph.D.

DivergentED Consultants

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This ARCS presentation: tinyurl.com/ARCS-motivation-overview

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ARCS MOTIVATION

A model for adding motivational elements into training design

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This ARCS presentation: tinyurl.com/ARCS-motivation-overview

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ARCS — OVERVIEW DESCRIPTIONS

ARCS is an original motivational theory for instructional design by Dr. John Keller, Florida State University, �first published in 1979. See https://www.arcsmodel.com/

Attention	Relevance	Confidence	Satisfaction
Capture Interest Stimulate Inquiry Maintain Attention (Variability)	Relate to Goals Match Interests Tie to Experiences (Familiarity)	Success Expectations Success Opportunities Personal Responsibility	Intrinsic Satisfaction Rewarding Outcomes (Extrinsic) Fair Treatment (Equity)

ARCS motivational design is a way of connecting instruction to the goals of students, providing stimulation and appropriate levels of challenge, and influencing how the students will feel following successful achievement of the learning objective, or even following failure.

Categories allow teachers to identify the various elements of student motivation, and the design process helps to profile the particular motivational characteristics of students in a given learning environment and then design motivational tactics that are appropriate for them. The model has been used and validated by teachers and trainers in elementary and secondary schools, colleges, and universities, and in adult learning settings in corporations, government agencies, nonprofit organizations, and military organization.

Image = ARCS table with subcategories

ARCS is an original motivational theory for instructional design by Dr. John Keller, Florida State University, �first published in 1979. See https://www.arcsmodel.com/

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ARCS — STRATEGIES

Attention	Relevance	Confidence	Satisfaction
Strategies for capturing and sustaining curiosity and interest	Strategies that link to learners’ needs, interests, and motives	Strategies that help students develop positive expectations for successful achievement	Strategies that provide intrinsic and extrinsic reinforcement for effort

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Attention	Relevance	Confidence	Satisfaction
Capture Interest Stimulate Inquiry Maintain Attention (Variability)	Relate to Goals Match Interests Tie to Experiences (Familiarity)	Success Expectations Success Opportunities Personal Responsibility	Intrinsic Satisfaction Rewarding Outcomes (Extrinsic) Fair Treatment (Equity)
Strategies for capturing and sustaining curiosity and interest	Strategies that link to learners’ needs, interests, and motives	Strategies that help students develop positive expectations for successful achievement	Strategies that provide intrinsic and extrinsic reinforcement for effort

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ATTENTION

Which strategies could you use for capturing and sustaining curiosity and interest in your participants from the start?

Increase perceptual arousal with the use of novel, surprising, incongruous and uncertain events.

Increase inquiry arousal by stimulating information seeking behavior; pose or have the learner generate questions or a problem to solve.

Maintain interest by varying the elements of instruction.

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RELEVANCE

Which strategies might you use that connect to participants’ needs, interests, and motives?

Use concrete language and examples with which students are familiar.

Provide examples and concepts that are related to learners' previous experiences and values.

Present goal orienting statements and objectives.

Explain the utility of instruction for both present and future uses.

Connect the instructional content to the learner to their important goals, their past interests, and their learning styles.

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CONFIDENCE

Which strategies could you use to help participants develop positive expectations for successful achievement?

Allow participants to develop confidence by enabling them to succeed.

Present a degree of challenge that allows for meaningful success under both learning and performance conditions.

Show the participant that his or her expended effort directly influences the consequences.

Generate positive expectations.

Provide feedback and support internal attributions for success.

CATEGORIES of ARCS MOTIVATION

The ARCS model emphasizes prescriptions for motivating learners

Confidence

“C” How might we build up learners’ confidence?

Given you have your learners’ attention and have established relevance, it is still important to hold on to their motivation for the duration of the learning process. You can do that by building their confidence while they are learning the content.

Allow students to develop confidence by enabling them to succeed. Present a degree of challenge that allows for meaningful success under both learning and performance conditions. Show the student that his or her expended effort directly influences the consequences. Generate positive expectations. Provide feedback and support internal attributions for success. Help students estimate the probability of success by presenting performance requirements and evaluation criteria.

Padlet = capture participant ideas about each of the categories and which Edtech Tool could be useful [http://bit.ly/ARCS-SimiValley]

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SATISFACTION

Which strategies do you use to provide intrinsic and extrinsic reinforcement for effort?

Satisfaction refers to the positive feelings about one’s accomplishments and learning experiences.

Provide opportunities to use newly acquired knowledge or skill in a real or simulated setting.

Provide feedback and reinforcements about the participants’ accomplishment that will sustain the desired behavior.

Manage reinforcement: keep outcomes of learner's efforts consistent with expectations.

CATEGORIES of ARCS MOTIVATION

The ARCS model emphasizes prescriptions for motivating learners

Satisfaction

“S” Let’s get some satisfaction

Now, if your students are attentive, interested in the content, and feeling somewhat challenged, then they will be motivated to learn. BUT, to sustain the motivation, learners need the fourth condition of motivation — satisfaction.

Satisfaction refers to the positive feelings about one’s accomplishments and learning experiences. Provide opportunities to use newly acquired knowledge or skill in a real or simulated setting. Provide feedback and reinforcements about the learner’s accomplishment that will sustain the desired behavior. Students want to know they have treated fairly, so maintain consistent standards and consequences for task accomplishments. Manage reinforcement: keep outcomes of learner's efforts consistent with expectations.