This model was designed to
incorporate strategies that would
motivate and engage learners.
Learners will want to learn
knowing there is a purpose and
relevance for what is being taught.
What will motivate me to learn?
What will catch my attention?
How can I relate?
Will I be satisfied with the
How does ARC compare to the four
fundamental components suggested by
Morrison, Ross, Kalman and Kemp (2013).
ARCS VS Traditional ID
Objective: The learner will be...
willing to learn & participate.
able to find relevance through experience.
able to define instructional problem analysis.
learning through all the components of
integrate new information and ideas.
sequencing of instructional methods.
putting everything together.
completing the learner analysis.
identifying the formative evaluation.
mechanistic planning method.
Learners: The learner will be...
learning through environmental factors.
learner from their characteristics.
Methods: The task will be learned by...
the interest and connection the learner makes to
integrating motivational and instructional
Evaluation: The learning will be determined by...
developing materials to effectively integrate
providing developmental tests
Challenge and Benefit
The model I located could benefit those learners that are open minded with a
positive perspective. The desire to learn and find a purpose for wanting to learn will
encourage self-motivation. Participation of activities is easier with the comfort of
The challenge I see, is the learner not willing to buy into having a personal
relevance to certain situations. If the learners’ needs are different they must be
convinced of the different learning variables. If the learner does not expect to
succeed, they will not put in time or effort into the task.
Pros & Cons
gain and sustain attention
select appropriate strategies
“I want to do something”
“I have to do something.”
participate for longer periods if
inadequate attention to
maintaing student interst
Why could this model be appropriate for webbased instruction?
Self-discipline and motivation are highly needed for online courses. Many
learners join online communities because they share a common interest. Online
courses that interest learners encourage internal motivation, where learners will
want to be involved in their accomplishments. Self-motivation provides learners
with the ability to increase their confidence and be persistent with their classes.
Applying this model provides suggestions for integrating motivational strategies
that will be effective and engaging. Learners’ personal experiences with
meaningful examples will keep learning interesting and efficient.
Wanting to learn creates a better atmosphere for learning, as opposed to
eing forced to learn, especially a content that does not interest or have relevance
to the learner. Learning a foreign language can be difficult in itself but it has been
my experience that learners will take on a more active role in learning and
partricipating if they are familiar with the culture or language and can find relation
to the content at hand.
Cheng, Y.-C., & Yeh, H.-T. (2009). From concepts of motivation to its application in instructional
design: Reconsidering motivation from an instructional design perspective. British Journal
of Educational Technology, 597-605.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Introduction to the Instructional
Design Process. In G. R. Morrison, S. M. Ross, H. K. Kalman, & J. E. Kemp, Designing
Effective Instruction (pp. 1-25). Hoboken: John Wiley & Sons, Inc.
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