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 - ARCS motivation theory - (John M. Keller)

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*please note that most, if not all, of the notes on values and highlight sections taken from text passages are direct quotations/phrases.
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Motivational Strategies:

Attention-

A.1. Perceptual Arousal: Gain and maintain student attention by the use of novel, surprising, incongruous, or uncertain events in instruction.

A.2. Inquiry Arousal: Stimulate information seeking behavior by posing, or having the learner generate, questions or a problem to solve.

A.3. Variability: Maintain student interest by varying the elements of instruction.

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Relevance-

R.1. Familiarity: Use concrete language, and use examples and concepts that are related to the learner's experience and values.

R.2. Goal orientation: Provide statements or examples that present the objectives and utility of the instruction, and either present goals for accomplishment or have the learner define them.

R.3. Motive Matching: Use teaching strategies that match the motive profiles of the students.

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Confidence-

C.1. Learning Requirements: Help students estimate the probability of success by presenting performance requirements and evaluative criteria.

C.2. Success Opportunities: Provide challenge levels that allow meaningful success experience under both learning and performance conditions.

C.3. Personal Control: Provide feedback and opportunities for control that support internal attributions for success.

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elaboration
psychomotor skills
motivation
instructional transaction
attitudinal
landamatics

  ¡õ constructivist learning ¡õ
teaching for understanding
problem-based
project-based
goal-based
learning communities

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Satisfaction-

S.1. Natural Consequences: Provide opportunities to use newly acquired knowledge or skill in a real or simulated setting.
S.2. Positive Consequences: Provide feedback and reinforcements that will sustain the desired behavior.
S.3. Equity: Maintain consistent standards and consequences for task accomplishment.

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concept map

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id blueprint
Instructional Design Blueprint for Combine Theories - ARCS Motivation and Instructional Transaction Theories: Web Photo School 

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reflection

Personal Reflection on Web Photo School Blueprint 

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references

Merrill, M. D. (1999). Instructional Transaction Theory (ITT): Instructional Design Based on Knowledge Objects. Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II. (pp. 397-424). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Keller, J. M., & Suzaki, K. (1988). Use of the ARCS Motivation Model in Courseware Design.  In D. H. Jonassen (Ed.), Instructional Designs for Microcomputer Courseware. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

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resources

John Keller A Motivating Influence in the Field of Instructional Systems Design by Bonnie J. Shellnut
http://www.arcsmodel.com/pdf/Biographical%20Information.pdf

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                                                       last update: May 4th, 2007
                                                                 contact hsiuwei: hoh5021 at psu dot edu