ARCS Model of Motivation

Paper Summary:

This paper explains that Keller's ARCS motivation model identifies the four characteristics, which are capitalized and form the acronyms for ARCS and are applied in a sequential manner: Attention (arouse and sustain interest), Relevance (connect lives, needs and interests of the student to the content), Confidence (create a positive expectation for student success) and Satisfaction (intrinsic and extrinsic reward for effort). The author points out that Keller breaks the four major ARCS characteristics into three sub-components: Attention into the sub-components of perceptual arousal, inquiry arousal and variability; Relevance into goal orientation, motive matching and familiarity; Confidence into the sub-components of learning requirements, success opportunities and personal responsibility and Satisfaction into intrinsic reinforcement, extrinsic rewards and equity. The paper applies this teaching method in a detailed lesson plan on using geometry to build a tower, to teaching swimming and states that the method can be used in business.

Table of Contents
Introduction
A Review of the Literature and Applications in the Classroom
Characteristics of the ARCS Model
Attention
Relevance
Confidence
Satisfaction
Table 1: Instructional Strategies for Stimulating Motivation as Suggested by the ARCS Model
The Application of ARCS to an Actual Lesson Plan
Attention
Relevance
Confidence
Satisfaction
The Application of ARCS outside the Classroom
Attention
Relevance
Confidence
Satisfaction
Summary
Appendix A: Using Geometry to Build a Tower

From the Paper:

"In the lesson, confidence is first instilled in the learners by supplying them with a rubric that outlines the expectations for success in the project. The assignment begins with the relatively simple assignment of taking pictures or looking at pictures on the internet and then describing those structures in their notebooks. Next, the lesson encourages success by having the student build two simple geometric figures, a triangle and a square, and then add to the design of each to strengthen the figures. Once the students have built the simple geometric figures, the lesson challenges the students to build a three dimensional figure and then to build a tower. Each step adds new challenges and opportunities for success. The hands-on nature of the activity also provides the learner with a certain degree of control over the learning environment. This also serves to foster confidence in the learner."

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