Kellers ARCS Model of Learning Motivation

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Kellers ARCS Model of Learning Motivation

• Laura Blackburn
• Kyleen Fennema
• Lindsay Robertson
• Amy Tippit
• Click to get to the next page

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Instructions

• In this tutorial you will be given information
  about John Keller and his model of learning
  motivation called the ARCS model.
• At the end of the tutorial you will be given a
  short quiz to help evaluate what you remember.
• To get further along in the tutorial, simply
  click anywhere on the screen until the screen
  advances to the next page.

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• Developing life-long learners who
• are intrinsically motivated, display
• intellectual curiosity, find learning
• enjoyable, and continue seeking
• knowledge after their formal instruction
• has ended has always been a major goal
• of education.

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WHO IS JOHN KELLER?
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• John M. Keller, Ph.D. in Instructional Systems
  Technology and Organizational Behavior from
  Indiana University
• Professor of Instructional Systems and
  Educational Psychology at Florida State
  University.

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What are Kellers contributions to education and
learning?
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• He was frustrated that so much of the interest in
  psychology-especially research and theory that
  accounted for learner differences in
  achievement-was concentrated on differences in
  learner ability.
• To resolve this he developed the ARCS model of
  motivation.

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THE ARCS MODEL OF LEARNING MOTIVATION
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• ARCS is a description of how to create lessons
  and tailor teaching to produce motivation in the
  learner.
• Its broken into 4 main levels
• Attention
• Relevance
• Confidence
• Satisfaction

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ATTENTION

• The first step that a teacher must take when
  presenting a lesson is gaining the students
  attention.
• Without this step, nothing else can take place.
• It is essential to not only gain the students
  attention, but the teacher must be able to
  maintain that attention throughout the lesson.

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There are three sub-components of Attention

• Perceptional Arousal-The teacher provides
  something new and unfamiliar to the class in
  order to instill curiosity, uncertainty, and
  wonder in his or her students.
• Inquiry Arousal-The teacher poses questions or
  problems for the students to solve in hopes to
  provoke inquiry and curiosity.
• Variability-The teacher uses and incorporates a
  variety of methods and media to meet each of his
  or her students individual and changing needs.

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RELEVANCE

• Attention and motivation will not be maintained,
  however, unless the learner believes the training
  is relevant.
• Use concrete language and examples with which
  students are familiar.
• Provide examples and concepts that are related to
  learners previous experiences and values.

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Example of Relevance

• Create a lesson that explicitly ties
  instructional goals to the learners future
  activities an have the learners participate in
  activities in which they relate the instruction
  to their own future goals.
• Allow learners to use different methods to pursue
  their work or allow learners a choice in how they
  organize it.

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CONFIDENCE

• Students can gain confidence in their own
  abilities when they experience success at
  challenging tasks.
• Success is important but it also needs a degree
  of challenge to it.

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Example of Confidence

• In this lesson you will gain confidence by
  successfully answering questions throughout the
  lesson and also by successfully completing a quiz
  and getting positive feedback.
• In a younger childs classroom they can gain
  confidence by positive feedback on assignments
  and classroom participation. A teacher should
  make steps to learning (like scaffolding) to help
  them succeed and gain confidence on their
  learning paths.

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SATISFACTION

• Learners must obtain some type of satisfaction or
  reward from the learning experience.
• This can be in the form of entertainment or a
  sense of achievement.
• Self-assessment games, passing grades, external
  rewards.
• The best way for learners to achieve satisfaction
  is for them to find their new skills immediately
  useful and beneficial on their job.

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Example of Satisfaction

• In this lesson, students will achieve
  satisfaction by applying knowledge that they
  learned to successfully answer an opened ended
  question. Students will also be given ideas for
  how this knowledge could benefit them.

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Why is ARCS important in teaching?

• To use as a tool for all lesson planning,
• As the book tells us, learning theorist Gagne
  suggests that attention is a critical first event
  for good instruction.
• Learning theorist Dewey tells us that curriculum
  should be relevant and arise from students
  interests.
• The ARCS Model will assist teachers in meeting
  these goals effectively.

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Assessment

• Which of these are the four levels of Kellers
  ARCS Model?
• attention, relevance, coercion, satisfaction.
• accuracy, relevance, confidence, society
• accuracy, relevance, confidence, satisfaction
• attention, relevance, confidence, satisfaction

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2. If a teacher were to set challenging, yet
achievable goals for students and test them
accordingly, the teacher would be following which
level of ARCS?

• attention
• relevance
• confidence
• satisfaction

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3. The teacher placing a sealed box covered with
question marks on a table at the beginning of
class is an example of

• Attention
• Relevance
• Confidence
• Satisfaction

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4. What needs to be gained before anything else
can take place in the learning process?

• Relevance
• Attention
• Satisfaction
• Confidence

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5. Sam, a 4th grader just completed his first
on-line assessment test. When he was finished,
his high score appeared on the computer screen
along with an animation sequence acknowledging
his high score. Sam felt very proud and excited.
Which aspect of the ARCS model does this
correspond to?

• Relevance
• Confidence
• Satisfaction
• Attention

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6. According to Kellers model of motivation,
praise from a supervisor, a raise or a promotion,
and a certificate of achievement are a form of
external rewards and can all be related to which
level of the ARCS model.

• Attention
• Satisfaction
• Relevance
• Confidence

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References

• http//www.epls.fsu.edu/people/JohnKeller.cfm
• http//www.ittheory.com/keller1.htm
• http//www.ericdigests.org/1998-1/motivation.htm
• http//www.ils.unc.edu/daniel/214/MotivationSmall.
  html
• Roblyer, M.D. Integrating Educational
• Technology into Teaching 3rd Ed. Columbus
  2003.