ARCS+(Keller)

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** ARCS MODEL (JOHN KELLER) **
 __Presenter Names:__ Heather Huey**
 * Dina Gentile

One important challenge to consider as online instructors or designers of online courses is how to get the attention of the course participants and how to keep the learner interested and motivated throughout the process. John Keller developed the ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design. The ARCS model consists of four categories which allow the instructor to engage participants while also stimulating behavior to sustain learning.

=**__ ARCS Categories __** = – **curiosity, boredom, arousal**
 * < **__Attention:__** **__//Need for stimulation & variety//__**

– **needs, motives, attractions**
 * __Relevance:__** **__//Desire to satisfy basic motives//__**

– **attributions, expectancies, self-efficacy**
 * __Confidence:__** **__//Desire to feel competent and in control//__**

– **intrinsic motivation, extrinsic incentives, equity** ||  One important initial step to the model, as summarized by Kruse (2006), is to measure learner motivation by using the following four questions:
 * __Satisfaction:__** **__//Desire to feel good about oneself//__**
 * ======Retrieved from (Keller, 2008) ====== ||
 * 1.** **What would the value be to you from this type of program?**
 * 2.** **What do you hope to get out of this program?**
 * 3.** **What are your interests in this topic?**
 * 4.** **What are the most pressing problems?**

The ARCS model is based upon understanding the intrinsic and extrinsic motives which can contribute to student learning and acquisition of knowledge through instructional planning. There are four conditions of the ARCS model – attention, relevance, confidence, and satisfaction. As Keller (1983) states these four conditions “must be met for people to become and remain motivated" (p 224, 1983). Attention ||=  R  Relevance  || Confidence  ||=  S  Satisfaction  ||  **__A__** __** ttention (Perceptual Arousal, Inquiry Arousal, Variation )**__
 * = **A**
 * =  C

The first category in the ARCS model, attention, refers to “gaining attention, building curiosity, and sustaining active engagement in the learning activity" (Keller, 2008). Keller explains that learners will be motivated to learn when their curiosity has been aroused. Keller describes gaining attention in two ways: perceptual arousal created by using surprise or uncertainly to gain interest or inquiry arousal created by stimulating curiosity by posing challenging questions or problems to be solved (Learning Theories, 2010). Practical methods of arousal in lessons would be “unexpected events” including a loud whistle or any variation in teaching methods (Keller, 2000). Gaining your learner’s attention may be relatively easy, the key is to grab it and then maintain it. Making sure they are neither bored nor overstimulated by it. Focus on the task at hand and do not distract or confuse the learners.

Table 1: **__ Methods for grabbing the learners’ attention include the use of: __**

**__Active participation__** -Adopt strategies such as games, roleplay or other hands-on methods to get learners involved with the material or subject matter.  (Full table retrieved **from** [| Learning Theories, 2010)]** ) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Variability__** – To better reinforce materials and account for individual differences in learning styles, use a variety of methods in presenting material (e.g. use of videos, short lectures, mini-discussion groups).
 * <span style="font-family: Arial,Helvetica,sans-serif;">__**Humor**__ -Maintain interest by use a small amount of humor (but not too much to be distracting)
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Incongruity and Conflict__** – A devil’s advocate approach in which statements are posed that go against a learner’s past experiences.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Specific examples__** – Use a visual stimuli, story, or biography.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Inquiry__** – Pose questions or problems for the learners to solve, e.g. brainstorming activities.

__** R elevance - Familiarity, Motive Matching, Goal Orientation **__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In the second category of the ARCS Model, learners will continue to be motivated when they realize the benefits derived from the material and how their personal interests/goals will be achieved. <span style="font-family: Arial,Helvetica,sans-serif;">

__ **Table 2: Six major strategies described by Keller include**: __ <span style="font-family: Arial,Helvetica,sans-serif;"> __** C onfidence ( Learning Requirements, Success Opportunities, Personal Responsibility)**__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> At this stage of the model, course participants need to feel a level of success in the completion of the materials. Creation of successful learning opportunities will continue to motivate the learner. In the category, the instructional designer would incorporate various methods of creating successful milestones that allow students to monitor their course progress and standing in the course or program. For online learners, at the onset many may not feel comfortable with the basic technology used for the course or training. At this stage the instructor can incorporate activities which can be successfully completed by all in the course. Remember, the expectancy for success is synonymous with confidence. Confidence influences the learner’s persistence and achievement. <span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Experience__** – Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Present Worth__** – What will the subject matter do for me today?
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Future Usefulness__** – What will the subject matter do for me tomorrow?
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Needs Matching__** – Take advantage of the dynamics of achievement, risk taking, power, and affiliation.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Modeling__** – First of all, “be what you want them to do!” Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> **__Choice__** – Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it. (Full table retrieved **from** [| Learning Theories, 2010)]


 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">__Table 3: Confidence Strategies__ **<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">__:__


 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Provide Objectives and Prerequisites__** – Learners must have a clear understanding of what it is they are going to learn. Provide examples of exemplary and acceptable work along with grading rubrics. Also learners become frustrated when they do not have the entry level skills required for your instruction.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Increasing Levels of Difficulty__**. Grow with the learners – include increasing levels of difficulty, with small successes experienced along the way to keep the learners engaged. Have realistic expectations – no one will want to play the game if it is too difficult or too easy.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Realistic Expectations__** – Learners should know there is a correlation between the amount of energy they put into a learning experience and the amount of skills and knowledge they gain from it. Demonstrate the amount of time needed to complete a task. Provide examples of past projects and their evaluations. Give them feedback along the way.
 * <span style="font-family: Arial,Helvetica,sans-serif;">__**Learner Control**__ – Learners should have some sense of control over their learning and assessment, to be in control of one’s outcomes. Table paraphrased from (Kick, 1998).

<span style="font-family: Arial,Helvetica,sans-serif;">__** S atisfaction **__**__ (reinforcement, equity, motivation) __** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">At this step of the model, instructional designers would tap the external variables which motive students/participants. In this step, course participants should be at a state where they are feeling good about the learning. Instructors can provide incentives or even simple feedback to continue to motivate the learner in the desired direction. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**__TABLE 4: Keller suggests three main strategies to promote satisfaction:__** <span style="font-family: Arial,Helvetica,sans-serif;"> While Keller’s ARCS Model is deeply rooted in motivational theory we can also connect the model to the social/behavioral theory of learning. Examining the social theory, we can deduct that Keller understands the importance of students learning from the course content, from the instructor, and from other students in the course. From a behavioral perspective, instructors are concerned with managing student performance through activities which foster reinforcement and positive skill building. At all levels of the model the factors relate to human behavior. Under Motivation Theory, we find many approaches that are embedded into the ARCS model such as the expectancy theory (putting in effort to achieve goals), goal setting (learners are motivated when the set and reach goals/milestones), and reinforcement theory (provide rewards/feedback to sustain behavior). Shellnut (1998) indicated that Keller’s motivational model falls under a number of theories including: Bandura’s Self Efficacy (1977), Berlyne’s Curiosity and Arousal (1965), Maslow’s Needs Hierarchy (1954), McClelland’s’ Achievement Motivation (1976), Rotter’s Locus of Control (1975), and Seligman’s Learned Helplessness (1975). Clearly, Keller’s model has wide reaching implications in the field of instructional design and e-learning.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**__Natural Consequences__** - provide opportunities to practice the application of newly acquired knowledge and skills in a controlled environment. The more immediate the opportunity to use the new skill, the better. This provide opportunities for increased learner independence <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(i.e. case studies, role plays, simulations, games).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**__Positive Consequences__** - Provide praise and rewards that will encourage the target behavior but not too much as it might be annoying or distracting.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**__Equity__** – Make expectations clear. Design and maintain fair and consistent consequence and feedback as to not disappoint learners. Table paraphrased from (Alizadeh, 1998).
 * __The Learning Theory Providing the Basis for Keller's ARCS Model__**

**The Usefulness/Adaptability in designing e-instruction** The ARCS model can effectively be utilized to fit into a variety of courses from face to face, blended, and full online course content. The four categories allow the instructor to systematically engage and motivate the learner at various timelines of the course. Keller and Kopp (1987) contend that this model is not an ID model, but more of a “system for improving the motivational appeal of instructional materials, of instructor behavior, and the way in which lessons and courses are designed" (p.140). It is intended to be used in conjunction with design models. Besides these four conditions that make up the ARCS model, the second major component of ARCS model is called motivational design which provides a systematic framework for that can be integrated into any instructional design model. Cheng (2009) breaks down this motivational design process into four steps. <span style="font-family: Arial,Helvetica,sans-serif;"> The ARCS model has great potential to positively support students’ self-directed e-learning. E-learning includes many self-directed learning components which may pose greater challenges to learner motivation and performance than face to face instruction. The more motivated the student, the more potential for lifelong learning and enjoyment all around for the student and the instructor. E-learning students must have some familiarity with technology but can always learn more tools and applications. Technology alone brings anxiety levels that affect confidence. Instructors can work with technology helping students understand the relevance with present worth and future usefulness of the instructional content.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">**Define**: Identify the level of learner motivation (learner analysis), generate motivational objectives and prepare methods to access motivational objectives
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">**Design**: Create potential motivational strategies for each motivational objective, select and integrate appropriate strategies into the instructional content and sequence instructional materials
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">**Develop**: Create materials that integrate the motivational strategies (message design),enhance existing instruction and conduct developmental tests
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">**Pilot**: Implement instruction to representatives of the target population, administer formative evaluation and revise instructional Project(Keller 1984, Keller & Kopp, 1987, Cheng 2009)

In our online courses at the University of Massachusetts-Boston, our professors have successfully grabbed our attention with the use of message boards, discussing topics with our classmates in groups rather submitting individual assignments (active participation). Gene Schwalb in delivering his instructional content in 605 has been mixing up our lessons with youtube videos, articles, links. His use of humor shows as some of these materials have been quite funny while serving as concrete examples of the instructional content. In INSDSG618 Needs Assessment, Lynn Andrews often provided us with questions or problems to solve in groups feature during Wimba Sessions which provided for inquiry arousal.
 * Adaptability of Attention in e-instruction**

Relevance does not have to come from the instructional content but rather from the way things are taught. Additional pieces of information are necessary to command relevance. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"> Huett (2008) discusses the need for more confidence building in delivering e-instruction. Even with highly motivated students, physical distance from the instructor and other learners leads to isolation. Roblyer (1999) found that students who chose distance learning over face to face did so out of a need or greater desire for more control over their on learning outcomes.
 * Adaptability of Relevance in e-Instruction**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Experience__** – Telling the learners how they will use their existing skills is as important as listing the performance objectives. If instructors skip this important part, students may still have motivation but no place to keep it in their long term memory.
 * <span style="font-family: Arial,Helvetica,sans-serif;">__**Present Worth/Future Usefulness**__ – Many of the skills and knowledge we obtain in this instructional design program can either be tested out in the course settings or in our jobs.
 * <span style="font-family: Arial,Helvetica,sans-serif;">__**Needs Matching**__ -In many of our course, we make projects and gain skills that can be placed on our c.v.’s. This will make anyone feel like they have achieved something. E-learning has greater potential for projects like this one - creating a wiki page over a group paper adds a sense of achievement.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Modeling__** - All instructors are observed and modeled including those in the instructional design program as students are learning from their delivery of instruction. Each semester, we have been learning new methods, just by observing what our instructors do.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**__Choice__** - The choice of our topics for final projects is critical in Instructional Design program at University of Massachusetts-Boston. We can develop skills that have immediate application in our jobs or we want to pursue. That is why we can be exposed to someone teaching sailing and writing in the same program for the same course activity.
 * Adaptability of Confidence in e-Instruction**

There is no doubt that online education and e-instruction can provide learners with attention, feedback, and/or rewards. The various connections which students make with course content, the instructor, and other students in activities and discussion board may promote more satisfaction in learning than face to face classes.
 * Adaptability of Satisfaction in e-Instruction.**

//at Florida State University//
 * Applying the ARCS Model to Distance Learning by John Keller:**[|http://mailer.fsu.edu/~jkeller/john/john.ppt#13]

The ARCS Model is a dynamic instructional design method to study. Incorporating the principles, which have been outlined by Keller and examined by countless other researchers, will make the courses we design and the content we delivery more dynamic and educational for our students. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Alizadeh, L. (1998). Keller's ARCS Model-Confidence in //The Encyclopedia of Educational Technology. San Diego State University//. Retrieved February 12, 2010 from http://edweb.sdsu.edu/eet/
 * References**

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Huett, J., Moller, L., Young, J., Bray, M., & Huett, K. (2008). Supporting the Distant Student.: The Effect of ARCS-Based Strategies on Confidence and Performance. //Quarterly Review of Distance Education//, //9//(2), 113-126. Retrieved from Academic Search Premier database.

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