A short overview of ARCS model.

1. Motivation

2. Intro
Today’s agenda:
● Viewing of a short video
● Overview of Motivation and ARCS Model
● Mini Activity
● Wrap-Up Discussion

3. Short Video
A bad example of motivating students...

4. A bad example of motivating students...

5. What is motivation?
The
general desire or
willingness of
someone to do
something.
(dictionary.com)

6. What is ARCS model?
The ARCS Model is a method for improving the
motivational appeal of instructional materials.
(Keller, 1987).
Attention
Relevance
Confidence
Satisfaction

7. Attention
According to Keller (1987) attention is
important as it is a pre-condition for
learning. However, sustaining
attention is not less important than the
attention itself.

8. Relevance
There should be a convincing answer
when the student ask himself/herself
the question next to the kid in the
picture.
If there is no convincing answer, there
is a relevance problem which
decreases the level of motivation
(Keller, 1987)
“Why do I have to
study this?”

9. Confidence
The third major element of Motivation.
According to Keller (1987), level of
confidence influences student’s
motivation and therefore his/her
accomplishments and persistence on
study.

10. Satisfaction
Student should feel good about
his/her accomplishments.
Without over controlling providing
extrinsic rewards, and stimulating
intrinsic rewards can increase
motivation level (Keller 1987)

11. Mini Activity
3Groups
Scenarios

12. Mini Activity Directions
1. Brainstorm: After receiving your scenario, brainstorm with your group a possible
strategy from John Kellers ARCS model that you could apply as part of an instructional
plan to motivate your students during the next class. Please choose one or more
strategies listed on one of Keller's four tables on the handout.
1. Prepare: Write down a 3-5 minute lesson plan applying the motivational strategy to
teach the students a topic for the course.
1. Teaching Roleplay: Teach your 3-5 minute lesson based on a motivational principles(s)
to the other groups who will act as the students in your scenario.
1. Discussion: When done the other class groups will guess which instructional strategy
you used and class will discuss “why was this motivation strategy chosen and why
would it be effective?”

13. Wrap-Up
Discussion
How all this ties back to Reigeluth’s paper?

14. Thanks!