MTP 60104

Instructional Design Theory

ARCS Model
By
AHMAD SHAHRIL BIN MOHD NAPIAH
M20181000580
Introduction

• The ARCS Model of Motivational Design is one of the

best-known prescriptive models. It was developed by
John M. Keller of Florida State University (Keller,
1983,1987) in the context of classroom instruction.
• According to John Keller (1988), there are four steps in
the instructional design process —
• Attention, Relevance, Confidence, & Satisfaction
(ARCS).
ARCS Model
Attention
Attention can be gained in two ways:
1. Perceptual arousal
Use new style , surprising, incongruous and uncertain events.
Something as simple as slamming a book on the table can
achieve this

2. Inquiry arousal
Use challenging questions or problems to stimulate curiosity
or information-seeking behavior;
Direct the learner to generate questions or problems to solve.
Methods for grabbing the learners' attention:
1. Specific examples - Stimuli
2. Active Participation or Hands-on
3. Incongruity and Conflict
4. Inquiry
5. Humor
6. Variability
Relevance
Emphasize relevance within the instruction to increase
motivation by using concrete language and examples with
which the learners are familiar. They are six major strategies
For accomplishing this:
1. Experience
2. Present Worth
3. Future Usefulness
4. Needs Matching
5. Modelling
6. Choice
Confidence
Allow the learners to succeed! However, present a
degree of challenge that provides meaningful success:
1. Provide Objectives and Prerequisites
2. Grow the Learners
3. Feedback
4. Learner Control
 Satisfaction
Satisfaction is based upon motivation, which can be intrinsic or extrinsic.
1. Provide opportunities to use newly acquired knowledge or skill in a real or
simulated setting.
2. Provide feedback and reinforcements that will sustain the desired
behavior. If learners feel good about learning results, they will be
motivated to learn.
Some basic rules are:
1. Do not annoy the learner by over-rewarding
simple behavior
2. If negative consequences are too entertaining the learners
may deliberately choose the wrong answer.
3. Using too many extrinsic rewards may eclipse the instruction.
Notice that satisfaction is closely related to confidence. If you allow the
learners to build confidence, satisfaction will follow if the task remains
challenging.
Pros :
The use of ARCS model in schools has made the process
of learning and teaching enjoyable.
Just a decade ago, teachers used chalk boards, then progressed to
white boards and now they are using smart boards.
Now they engage different teaching methods or models such as ARCS
model. By using this model , teachers present information in an
interactive manner which invites greater interest from the students.
It makes a student eager to learn and keeps the mind in active mode.
Studies show that these teaching models increase concentration levels
of students and have led to improvements in student class reports.
Cons:

The only cons in this model is that student might use all their energy at
the beginning of the class and by time they loose interest.
Also, day by day they will get use to it and stop engaging themselves in
the learning process.
It will hinder their minds to work alone without any stimulation.
Moreover, using different stages can distract the student attention.
We need to understand that students have different abilities , some can
absorb the ARCS model easily and others might not.
 Conclusion
Today, we talked about one theory of motivation. John Keller’s
ARCS model of motivational design.
By addressing the 4 components of motivation:
attention, relevance, confidence and satisfaction throughout
instruction, the designer is addressing differences in learners that
may influence the amount of effort they direct toward learning the
material presented.
The desired result is to produce more engaging and
effective instruction.
References
• Keller, J. M., (1983). Development and Use of the ARCS Model of
Motivational Design (Report No. IR 014 039). Enschede, Netherlands:
Twente Univ. of Technology. (ERIC Document Reproduction Service
No. ED 313 001)
• Maslow, A. (1954). Motivation and personality. New York: Harper.