August 2016 EDT605 Instructional Models: Keller's ARCS Model

Keller's ARCS Model

Jessica Jensen

The ARCS Model was developed by John Keller in hopes of promoting and sustaining motivation in the learning process. This model falls under the Cognitivist Theory of Learning.

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Cognitivist Learning Theory

Cognitivism is a theory in which students learn when the brain is able to process information and transfer what is being learned into short term memory and then further transfer the information into long term memory creating knowledge through schemas. "Cognitivism recognized that reinforcement did impact on the probability of certain behaviors but was in general interested in theorizing and modeling the mental structures and processes that could explain human behavior" (Harasim, 2012).

Cognitivism is instructor based where knowledge is transferred to the learner by instruction and modeling.

Keller's ARCS Model

The teacher uses motivational tactics that align with the learner's motivational needs and compliments the instructional plan. This model uses strategies, principles and processes for making instruction appealing and interesting to the learner. All motivational tactics support the instructional goals. This model requires knowledge of human motivation. The instructor or motivator has to know and identify elements of human motivation. They must be able to analyze the learner and determine the learner's motivational requirements. There is a need to identify characteristics of the instructional materials that will stimulate motivation. Finally, the instructor must be able to select, apply, and evaluate appropriate motivational tactics.

ARCS is an acronym for Attention, Relevance, Confidence, and Satisfaction.

Attention: Attention can be obtained in two ways perceptual (surprise to gain intrest) and inquiry (pose a challenging question to be answered).

Relevance: Establish relevance to increase motivation. The relevance steps are: Experience (relate to existing knowledge), present worth, further usefulness, needs matching, model, and students choice.

Confidence: Help students understand they can be successful. Provide objectives and prerequirements. Students should be aware of what is expected of them to be successful. Allow for meaningful success through growth that occurs in small steps. Give positive and beneficial feedback. Finally, give more control to the students in the learning process.

Satisfaction: Students are to use their newly acquired skills in realistic settings. They need to understand their new skills are useful. Use surprise rewards. Repeat the reinforcement but do not over reward.

Practical Example: When introducing a new concept the teacher must get the students attention. When presenting a lesson on the life cycle of the butterfly the teacher can use something such as a puppet to introduce a new an concept. By using the puppet the students interest's are peaked. Then the teacher needs to relate the new concept to existing knowledge of other animals. The teacher can build relevance and increase motivation by explaining how the new concept of the butterfly life cycle is important in their lives (compare to a humans or other animals life cycle). The teacher can give concrete examples through pictures. After the concept has been taught, confidence can be built up by making sure the students understand the expectations that are required when completing an assignment of the life cycle of a butterfly worksheet. The assignment will help them master the newly acquired skill. To gain satisfaction the teacher can use intrinsic and extrinsic rewards. Many elementary teachers use positive feedback as an intrinsic motivator but most teachers use extrinsic rewards such as a sticker chart.