Trainers can stimulate learner motivation by gaining their attention using arousal and variability techniques. Arousal techniques include surprising discoveries, stories, and games. Variability techniques involve varying discussion, presentation methods, and exercises. John Keller's ARCS model of motivation identifies four key elements: gaining attention through novelty and questions; ensuring relevance through real-world examples; building confidence with clear expectations and feedback; and providing satisfaction through application and reinforcement. Stimulating motivation is important as unmotivated learners may be confused and negatively impact evaluations of the trainer.

1. CTP DPG 2008 Vauna Beauvais ‘Stimulating Motivation in learners’ Support documents Page 1 of 4
Learners are all different. They may not be as motivated to learn, as
you are to teach them.
Who cares though, you still get paid though, right?
When learners go back to their jobs confused, …
…their boss may have an opinion about, you, the trainer
Trainers can stimulate learners motivation by gaining their attention

2. CTP DPG 2008 Vauna Beauvais ‘Stimulating Motivation in learners’ Support documents Page 2 of 4
Two categories
of activities that stimulate learners motivation by gaining their attention
are
1) Arousal: use novel, surprising or incongruous events in
instruction
2) Variability: vary the elements of instruction
Examples of activities that stimulate learners motivation by arousal are:
 Surprise discovery of objects / information
 Stories or metaphors
 Playing games
Examples of activities that vary the elements of instruction are:
 Using group discussion
 Presenting with PowerPoint or overhead projector
 Small group exercises

3. CTP DPG 2008 Vauna Beauvais ‘Stimulating Motivation in learners’ Support documents Page 3 of 4
Instructional Theory
ARCS motivational Theory
According to John Keller, there are four major categories of motivational strategies:
Attention, Relevance, Confidence, and Satisfaction.
ATTENTION
 Perceptual arousal. Gain learner attention via novel, surprising, or incongruous
events in instruction.
 Inquiry arousal. Stimulate information-seeking behaviour by posing questions, or
problems for the learners to solve.
 Variability. Maintain learner interest by varying the elements of instruction.
RELEVANCE
 Familiarity. Use examples and concepts that are related to the learners experience.
 Goal orientation. Present the objectives and goals for accomplishment (or have the
learner define them)
 Motive matching. Use teaching strategies that match the motives of the learners.
CONFIDENCE
 Set up an expectation for success. Make learners aware of performance
requirements / success criteria.
 Challenge setting. Allow learners to set personal goals of standards of
accomplishment so that they can experience success.
 Attribution moulding. Provide feedback that supports learners ability and efforts.
SATISFACTION
 Natural consequences. Provide opportunities for learners to apply new knowledge,
skills, attitude in real or simulated setting.
 Positive consequences. Provide feedback and reinforcements that support desired
objectives.
 Equity. Maintain consistent standards and consequences for task accomplishment.
Further reading
Learning-Theories.com “ARCS Model of Motivational Design (Keller).
http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html
Beginner Basics > The Magic of Learner Motivation: The ARCS Model by Kevin Kruse.
http://www.e-learningguru.com/articles/art3_5.htm
John Kellers official site: http://www.arcsmodel.com/

4. CTP DPG 2008 Vauna Beauvais ‘Stimulating Motivation in learners’ Support documents Page 4 of 4