Keller's ARCS Model

What is Keller's ARCS Model

its acronym (Attention, Relevance, Confidence and Satisfaction)? Develop by John Keller (1983, 1987a, 1987b) Its acronym (Attention, Relevance, Confidence and Satisfaction) What is the purpose of Keller's ARCS Model to help educators/teachers in a systematic process for analyzing learner motivation and designing motivational tactics that are keyed to specific areas of motivational problems and integrated with teaching/learning strategies (untuk membantu pendidik dalam proses sistematik untuk menganalisis motivasi pelajar dan bentuk motivasi taktik yang dimasukkan ke kawasan-kawasan tertentu masalah motivasi dan bersepadu dengan strategi pengajaran / pembelajaran). Motivational intervention using the ARCS model can enable instructors to effectively and efficiently support for students motivation. (Campur tangan Motivasi menggunakan model ARCS boleh membolehkan pengajar untuk berkesan dan cekap menyokong untuk motivasi pelajar) Four steps: a. Attention Attention can be gained through perceptual arousal and Inquiry arousal. Perceptual arousal uses surprise, uncertainty or a provocative quote to gain interest. Inquiry arousal stimulates curiosity by posing challenging questions or problems to be solved. ( Perhatian boleh diperolehi melalui rangsangan persepsi dan rangsangan Siasatan. Persepsi rangsangan menggunakan kejutan, ketidakpastian atau quote provokatif untuk mendapat faedah. Rangsangan Siasatan merangsang rasa ingin tahu dengan menimbulkan soalan mencabar atau masalah yang perlu diselesaikan)

b. Relevance

Emphasize relevance of the new learning in learners real life in order to increase motivation by using examples which the learners are familiar with, and to develop positive attitudes towar ds learning ( Menekankan kerelevanan pembelajaran baru dalam kehidupan sebenar pelajar dalam usaha untuk meningkatkan motivasi dengan menggunakan contoh-contoh yang pelajar sudah biasa dengan, dan untuk membangunkan sikap positif terhadap pembelajaran) c. Confide nce Ensure the learners are aware of performance requirements and evaluative criteria; it enhances their potential for success within the learning environment. Provide feedback and support for success . ( Memastikan pelajar sedar keperluan prestasi dan kriteria penilaian; ia meningkatkan potensi mereka untuk kejayaan dalam persekitaran pembelajaran) d . Satisfaction Satisfaction that is closely related to confidence is based upon motivation, which can be intrinsic or extrinsic. Provide opportunities to use newly acquired knowledge or skill in a real or simulated setting . ( Kepuasan yang berkait rapat dengan keyakinan adalah berdasarkan motivasi, yang boleh intrinsik atau ekstrinsik. Memberi peluang untuk menggunakan pengetahuan atau kemahiran yang baru diambilalih dalam suasana sebenar atau simulasi) Elearning design implications of ARCS model Kellers (1983) goal was to address the question of how to create instruction that would stimulate motivation to learn. The focus is not on how people can be motivated but on how the conditions can be created (i.e. to design elearning courses) to have people (i.e. users of elearning courses) motivate themselves.

What is the ARCS Model? The ARCS model is a problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students motivation to learn (Keller, 1983, 1984, 1987). There are two major parts to the model. The first is a set of categories representing the components of motivation. These categories are the result of a synthesis of the research on human motivation. The second part of the model is a systematic design process that assists you in creating motivational enhancements that are appropriate for a given set of learners. The synthesis allows you to identify the various elements of student motivation, and the design process helps you profile the motivational characteristics of students in a given learning environment and then design motivational tactics that are appropriate for them. The model has been used and validated by teachers and trainers in elementary and secondary schools, colleges, and universities, and in adult learning settings in corporations, government agencies, nonprofit organizations, and military organization. In other words, in virtually every setting in which there is a requirement for people to learn. It has also been used around the world on virtually every continent, and has been used extensively in Asia, Europe, and Latin America. Numerous research reports verify its validity and usefulness. Table 1 ARCS Categories Attention Relevance Confidence C1 Learning requirements C2 Success opportunities C3 Personal control Satisfaction S1 Intrinsic reinforcement S2 Extrinsic rewards S3 Equity

R1 Goal A1 Perceptual orientation arousal R2 Motive A2 Inquiry arousal matching A3 Variability R3 Familiarity

The ARCS motivational design process is a systematic problem solving approach that requires knowledge of human motivation and progresses from learner analysis to solution design. More specifically, the process includes: Knowing and identifying the elements of human motivation, Analyzing audience characteristics to determine motivational requirements, Identifying characteristics of instructional materials and processes that stimulate motivation, Selecting appropriate motivational tactics, and Applying and evaluating appropriate tactics.

Thus, motivational design includes a systematic process that contains these steps and results in the preparation of learning environments that contain tactics, or activities, that have a predictable influence on the amount and direction of a persons behav ior