All Aboard the ARCS!

ARCS for student motivation in instructional design

Understanding motivation is important for anyone in the educational field as our job sometimes relates to that of a cruise ship director and we are tasked with initiating ways that motivate our students or colleagues. In looking at the concepts of motivation, analyzing the elements of intrinsic and extrinsic motivation and their connection to the why of behavior is one of the first steps in best understanding the concepts of motivation (Charles & Senter, 1995 as cited in Cheng & Yeh, 2009). While many theories have evolved around motivational ideas, Maslow’s hierarchy (1962) theory has sustained relevance since its creation. Maslow suggests that a person has five various sets of needs including physiological, safety, love and belonging, esteem, and self-actualization. Fulfilling these needs has been considered to be helpful towards appropriately motivating students (Brophy, 1998 as cited in Cheng & Yeh, 2009).

Motivational concepts also heed a concern within instructional design. John Keller’s production of the ARCS model was designed to increase motivation within instructional design (Cheng & Yeh, 2009). While the model originated with just two categories of expectancy and value, the model was eventually developed to emphasize the importance of attention, relevance, confidence, and satisfaction within learning. The model is used as a “system for improving the motivational appeal of instructional materials, of instructional behaviour, and of the way in which lessons (or modules) and courses are designed” (Keller, 1984 as cited in Cheng & Yeh, 2009).

The ARCS model aids in understanding how the motivation to learn through four categories can be implemented in the instructional design realm. While the model is not an instructional design model, it was created to be used alongside instructional designers as they work to design instructional materials that are purposeful for their learners. By appropriately navigating through the steps to define, design, develop, and pilot users have the ability to appropriately target motivation among learners.

Motivation for students is constantly changing and evolving. Because of this, it is important to utilize Keller’s ARCS model in order to best serve our students and act as an outstanding cruise director on the ship of education.

References

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, 40(4), 597–605. https://doi.org/10.1111/j.1467-8535.2008.00857.x