ARCS MODEL

Course Level - Unit of Instruction Module 1

The ARCS Model was created by John Keller while he was looking for ways to supplement the learning process with motivation. The model is based on Tolman's and Lewin's expectancy-value theory, which presumes that people are motivated to learn if there is value in the knowledge presented and if there is an optimistic expectation for success. The model consists of four main areas: Attention, Relevance, Confidence, and Satisfaction. According to Keller (1983), the goal of the many instructional design theories that have been developed is to provide effective and efficient instruction.

Attention

According to Keller (1987), grabbing learner’s attention is the most important part of the model because it initiates the motivation for the learners. Once learners are interested in a topic, they are willing to invest their time, pay attention, and want to find out more. For example, telling students an unexpected story from time to time. The greatest comedian of our time Bill Cosby once said that if you can get your audience’s attention, you can tell them anything and they will listen.

Confidence

The confidence aspect of the ARCS model focuses on establishing positive expectations for achieving success among learners. The confidence level of students is often correlated with motivation and the amount of effort put forth in reaching a performance objective. For this reason, it’s important that instructional designs provide learners with a method for estimating their probability of success. This can be achieved in the form of a syllabus and grading policy, rubrics, or a time estimate to complete tasks. Additionally, confidence is built when positive reinforcement for personal achievements is given through timely, relevant feedback.

Relevance

According to Keller (1987), relevance must be established by using familiar language and examples for learners. Keller (1987) presented three major strategies, which are goal oriented, motive matching, and familiarity. Goal orientation is how the knowledge will help the learner today and in the future. For example, instructors should explain the course objectives and describe how the knowledge gained will help the students today (Present Worth) and in Future (application of the knowledge in future). Motive Matching: Assess the learner’s needs and reasons for learning by providing choices in their learning methods that are conducive to their motives. For example, the instructor allows students to submit their final project in any format that they choose -written, audio, or graphically.

Satisfaction

To keep students satisfied, instruction should be designed to allow them to use their newly learned skills as soon as possible in a setting. Keller suggested three main strategies to promote satisfaction:

To encourage and support intrinsic enjoyment of the learning experience, the instructor may invite former students to provide testimonials on how learning the skills helped them with subsequent projects.
The instructor awards certificates to learners as they master the complete set of skills to provide positive reinforcement and motivational feedback (extrinsic rewards).
After the term project has been completed, the instructor provides evaluative feedback using the criteria described in class to maintain consistent standards and consequences for success (equity).

Motivational strategies can improve the disposition of the students to finish the course successfully and the number of students successfully finishing the courses can increase. Chyung (2001) presented a solution to the dropout problem in distance learning environment and suggested online interventions strategies based on the ARCS model. The ARCS model was used as a guideline to conduct learner analysis and instruction can be modified to improve motivational appeal to individual learners in online learning.