John M. Keller, Florida State University

Applying the ARCS Model of Motivational

Design in Distance Learning

John M. Keller, Florida State University

Topics

Issues in Distance Learning Characteristics of the ARCS Model Empirical Studies of the ARCS

Model Motivation & Distance Learning Summary

John M. Keller, Florida State University

Issues Drop out Non-completion Boredom Lack of support Need for support Scarcity of empirical

studies Criticality of

motivation

John M. Keller, Florida State University

ARCS: Characteristics

Four categories Grounded in the literature Provides basis for design Integrated with learning &

performance

John M. Keller, Florida State University

ARCS: Conceptual Foundation Attention Need for stimulation & variety

– curiosity, boredom, arousal Relevance Desire to satisfy basic motives

– needs, motives, attractions Confidence Desire to feel competent and in

control

– attributions, expectancies, self-efficacy Satisfaction Desire to feel good about

oneself

– intrinsic motivation, extrinsic incentives, equity

John M. Keller, Florida State University

ARCS: Design Process

Seven to ten steps Worksheets with instructions Problem solving model Compatible with instructional

systems design (ISD)

John M. Keller, Florida State University

ARCS: Critical Design Events Audience analysis

(Curvilinear)

Design strategy(From brain-storming to analysis)

John M. Keller, Florida State University

Studies: Theoretical Validity Means, Jonassen, & Dwyer, 1996

Goal: To determine the role of relevance in students’ motivation to learn

Found relevance to be affected differently by intrinsic and extrinsic factors

Motivation, especially confidence, was related to achievement

John M. Keller, Florida State University

Studies: Application Validity Suzuki & Keller (1996)

Implemented motivational design activities in a major computer project

Tested the effectiveness of ARCS motivational tactics

Found a high level of satisfaction

John M. Keller, Florida State University

Studies: Adaptive CBI Design Song & Keller (1999) Continuing analysis of learner

motivation Computer adjusts motivational

tactics Includes learner control

John M. Keller, Florida State University

Motivation & D. L.: Studies

Types: theoretical, application, case, empirical, opinion

Indicators of satisfaction (Biner, Dean, & Mellinger, 1994; Tallman, 1994)

Persistence & motivational characteristics (Fjortoft, 1996)

John M. Keller, Florida State University

Motivation & D. L.: Student Support

Visser’s (1999) approach: student support

Motivational messages Use of the simplified design

process Positive results on retention

John M. Keller, Florida State University

Summary

Problem Solving Approach

Wide Range of Application

Still Evolving