Bicol University

COLLEGE OF EDUCATION
Daraga, Albay

John Keller’s

ARCS
Motivational Model

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 PRESENTED
BY:
CYRYHL B. GUTLAY
BSEd 3 – Social Studies
+639 152 597 440

cyryhlbanaga.gutlay@bicol-u.edu.ph

PRODUCTION OF
SOCIAL STUDIES INSTRUCTIONAL
MATERIALS
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 Table of Contents
John Keller’s ARCS

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Motivation in Learning

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Motivational Model
Motivation as an important
A model designed to improve
component in facilitating learning.
motivational approach of instruction.

Main Requirements of Benefits and Limitations of

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Motivation ARCS Motivational Model
Four components of Keller’s Motivational Advantages and weaknesses of ARCS
Model; ARCS. motivational model.

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 Lesson objectives

A. Discuss John Keller’s Cite ways to implement and

design ARCS Model of
ARCS Model of
Motivational Learning.
Motivational Learning.
B.

C . Appreciate the benefits of motivational learning in

classroom instructional.

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 Motivation is what always initiates and
guides us towards our goal. This is required
to encourage students or learners to
participate in school-related activities.
More than that, WHY IS THAT
MOTIVATION IS IMPORTANT IN
INSTRUCTION AND LEARNING?

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 MOTIVATION IN LEARNING
Motivation in the learning context is defined as “the power
that prompts learners to show learning behaviors, attract
attention to specific learning goals or perform extra work on
tasks” (Gagne et al., 1992)

Santrock (2004). Motivation is a major component of

psychological principles of learned center. Motivation serves as
an important aspect of teaching and learning. Students who do
not possess the motivation will not try their hardest to learn.
Students who are highly motivated enjoy going to schools and
love the learning process.

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MOTIVATION IN LEARNING

Degeng (2008), argued that motivational management is a

very important part in the students’ interaction with
learning. Learning often fails because subject matter loses
its appeal and becomes a mere collection of meaningless
facts, concepts, procedures or principles.

McClelland (2011) revealed that motivation contributes

up to 64% to the learning achievement. Teachers serve as
facilitators and motivators in learning.

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 Many instructional design models are
focused on instructions that will only be
effective when learners wants to learn. Few
are developed on methods to make
instructions more interesting. John
Keller’s ARCS Motivational Model is the
most famous of them.
Let’s be more familiar with it.

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 JOHN KELLER’S

ARCS
Motivational Model
John M. Keller, an American educational psychologist, best known for his work on developing the ARCS
model of motivational design in educational setting. Which is an acronym that stands for its four elements.
Attention, Relevance, Confidence and Satisfaction.

This model provides a systematic and comprehensive approach to improve the appeal of the instruction in order
to motivate students. ARCS model of motivational design is not a model which can be done independently. It is a
model designed to complement the instructional design instead. The model is based on the premise that changes in
the learning environment and teaching activities can influence the motivation of individuals that may indicate the
individual's perception of value and expectation of success.

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 JOHN KELLER’S

ARCS
(Attention, Relevance, Confidence, Satisfaction)

Motivational Model
ARCS Motivational Model is one form of learning model development with a humanistic
approach. Its major emphasis is on the increase of learning motivation.
This model assert ways to achieve the learning objectives are set forth after learners enjoy, feel
motivated to learn, and are willing to participate in the study. Keller suggests four components of
ARCS for all types of instructional designs because they are related to the theory of the value of
hope. He also implied that the attention and relevance help illustrate the value of learning while
confidence and satisfaction bring hopes for successful studies.

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 We already know that this model can be used in classroom
design to stimulate the motivational appeal of classroom
materials and learning motivation.
The model defines four main requirements for motivation:
attention, relevance, trust, and satisfaction; each is further
subdivided into subcategories containing strategies that can be
used to create this motivational state.
Let us look more into it. How about that?

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A ATTENTION
Attention is about keeping students interested and maintaining this interest throughout the classroom and course. Attention
maintains events. Keller believes that in addition to motivation, attention is also a necessary prerequisite for learning. One way to
attract the learner's attention is to create inquiry awakenings to stimulate inquiry attitudes. By asking questions or asking
challenging questions, teachers can stimulate information search behaviors, thereby involving learners

Strategy Instructional Design

Perceptual Arousal Using surprising and interesting events that
What can I do to capture their interest? have happened recently.

Inquiry Arousal
Arousing curiosity and thirst for knowledge.
How can I stimulate an attitude of inquiry?

Variability Using various methods and media, humors

How can I use a variety of tactics to maintain their
attention? and games.
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R RELEVANCE
Relevance means aligning learning goals with learners’ personal goals, whether these goals are future-oriented,
altruistic or social. By focusing on this category, teachers try to avoid or answer "Why should we do this? In class.
One strategy to help learners understand the relevance of learning is to show them how it will help them achieve
short, medium or long term goals.

Strategy Instructional Design

Familiarity Using language, example and concept in
How can I tie the instruction to the learners’ experiences? accordance with students’ experiences
Goal Orientation
Giving instruction focused on the clear
How can I best meet my learner’s needs? (Do I know their
needs?) purposes and objectives
Motive Matching
How and when can I provide my learners with appropriate
Employing learning strategies that meet with
choices, responsibilities, and influences? students’ learning style and interest.
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C CONFIDENCE
Students do not want to feel or be seen as a failure in class and will follow human instincts and stay away from
situations or situations that may lead to such opportunities. Instructional designers can predict this through strategy
which aims to establish clear learning requirements at the beginning of the learning process. This represents a clear
description of the goals, learning objectives, and evaluation criteria for progress and final results.

Strategies Instructional Design

Learning Requirements Having learning criteria, and clear
How can I assist in building a positive expectation for
success? assessment.
Success Opportunities Giving opportunities to succeed, organizing
How will the learning experience support or enhance the the learning materials with appropriate range
students’ beliefs in their competence? of difficulties.
Personal Responsibility
How will the learners clearly know their success is based Giving feedbacks to enhance responsibility.
upon their efforts and abilities?
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S SATISFACTION
How much the pursuit of the learning experience will bring learners in return. This satisfaction can come from
internal or external sources. Satisfaction as motivation deals with natural consequences. The learner can get
satisfaction by completing a topic, or the sense of accomplishment can be so ingrained in the teaching unit that
completing the unit itself will bring a high degree of satisfaction to the learner.

Strategies Instructional Design

Intrinsic Reinforcement Giving students opportunities to apply their
How can I provide meaningful opportunities for learners to
use their newly acquired knowledge/skill? skills
Extrinsic Reward Giving verbal praises and other words of
What will provide reinforcement to the learners’ encouragement to improve students’ pride
successes?
and self-actualization
Equity Maintaining the standard and consequence
How can I assist the students in anchoring a positive
feeling about their accomplishments? consistently
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 BENEFITS AND
LIMITATIONS OF
ARCS MOTIVATIONAL
MODEL

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 BENEFITS LIMITATIONS
• It allows the learners to choose the material that • Preparing ARCS motivation is time consuming.
they want to learn and the assignments they want
to complete. • The teacher may change or re-think all of his/her
instructional design to be able to follow the ARCS
• It also gives the students enough time to finish
model.
their research and assignments.
• Motivates the students to be curious and active • Presents difficulties if there are learners of
learner. different levels od motivation in the group.
• Integrates well with lesson planning and
instructional design processes.
• Simple, easy to use, heuristic approach to
increasing the motivational application of
instruction.
• It provides a practical framework for both the
design and expansion of the motivational quality of
a range of informational entities.

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 REFERENCES
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Retrieved April 2, 2022 from
https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf
 
Keller, J. (1987). Development and Use of the ARCS Model of Instructional Design. Journal of Instructional Development, 10(3), 2-
10. Retrieved April 2, 2022, from http://www.jstor.org/stable/30221294
 
Joseph, A. (2016). John Keller's arcs model of motivational design [Presentation]. Slideshare. Retrieved April 2, 2022, from
https://www.slideshare.net/ArunJoseph22/john-kellers-arcs-model-of-motivationaldesign-ppt
 
Main, R. (1993). Integrating Motivation into the Instructional Design Process. Educational Technology, 33(12), 37-41. Retrieved
April 3, 2022, from http://www.jstor.org/stable/44428101
 
WNET Education. (2004). What is Constructivism. Educational Broadcasting Corporation. Retrieved April 3, 2022, from
https://www.thirteen.org/edonline/concept2class/constructivism/

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THANK YOU SO
MUCH FOR
LISTENING!

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