John Keller’s ARCS Model of Motivation

• What keeps your attention during a game?

Attention

AttentionVariability Change of tone, movement,

media, and environment, new challenges. Going from one level to the next.

Concreteness Use visual images, anecdotes and biographies.

Conflict An adversary, an obstacle to overcome. A challenge that faces the player.

Attention

Humor Include humor within the game (need to be careful).

Discovery What is over here? What if I try this?

Participation Actively doing something that makes a difference within the game space. Social aspects of games.

Consider using the “En Media Res” technique

Level One: Talking with the receptionist.

Level Two: Talking with the nurse gatekeeper.

Level Three: Talking with the physician.

Most games have challenges that serve to gain the learner’s

attention. Starting with a challenge encourages action

and curiosity.

Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass

Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass

• How are you going to gain and maintain the ATTENTION of the learner?

• When does the a game or learning event seem relevant to the learner?

Relevance

RelevanceExperience Show how new learning is

related to prior knowledge and related to learner interests.

Present Worth Explain the current value of the instruction.

Future Use Relate information to future goals and activities.

Relevance

Modeling Show how the actions in the game model real-life actions.

Choice Allow learners to make relevant choices throughout the game.

What are some specific RELEVANCE activities or content you can add to keep your training motivating for the learner?

What makes a person feel confident when they are playing a game?

Confidence

Success helps people feel confident.

Success helps people feel confident.

Scaffolding: Process of controlling the task elements that initially are

beyond the learner’s capacity.

Guided Practice. Step-by-step instructions and then fading of

instruction

Having different entry points into a learning module provides players with the confidence that they can enter the learning and be successful.

Risk Taking– Good video games lower the consequences of failure; players can start from the Last saved game when they fail.

In fact, in a game, failure is a good thing. Players actually use failure as way of finding out information with the game.

James Paul Gee, University of Wisconsin-Madison

Confidence

Learning Requirements

Inform players of the goals, objectives, and requirements of the game.

Difficulty Sequence information and action in the order of increasing difficulty at a reasonable pace.

Confidence

Expectations Provide a preview of what is in store for the player so they can have realistic expectations.

Attributions Help player attribute their success to the amount of effort they spend. This can translate as coins, points or rewards.

What are some specific CONFIDENCE activities or content you can add to keep your training motivating for the learner?

When do you feel satisfied with the a game or learning

event?

Satisfaction

20% higher confidence

levels.

20% higher confidence

levels.

Simulation/games build more confidence for on the job application of learned knowledge

than classroom instruction.

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”

Satisfaction

Positive Outcomes Winning, receiving constructive feedback, praise, and personal attention.

Realistic Setting Successfully using skills in a realistic setting.

OvercomingObstacles

When an obstacle is overcome, please feel satisfaction.

What are some specific SATISFATION activities or content you can add to your instruction to keep the training motivating for the learner?

John Keller’s ARCS Model of Motivation

Summary of ARCS Model

Attention Relevance Confidence Satisfaction

Variability Concreteness Conflict Humor Inquiry Participation

Experience Present Worth Future Use Modeling Choice

Learning Requirements Difficulty Expectations AttributionsRisk Taking

Positive Outcomes Realistic Setting Overcoming Obstacles

Flow State

What Builds Flow?

- Achievable Task- Concentration- Clear Goals- Feedback - Effortless Involvement- Control Over Actions- Concern for Self Disappears- Loss of Sense of Time

Two Types of Motivation

Intrinsic Extrinsic

Intrinsic and extrinsic motivation can be viewed as two largely mutually independent constructs rather than the opposite ends of a single dimension.

Research indicates that in the classroom intrinsic and extrinsic motivation do coexist.

Extrinsic Motivation

• External motivations that encourage people to continue an activity even when they are not internally motivated – Extrinsic motivation is least likely to work when

the external rewards are functionally superfluous (not needed to engage the learner) and not informative about the student’s level of ability or knowledge level regarding the task

Badges, Points , Awards and Leaderboards are all Extrinsic Motivators …

Extrinsic Motivators work best when paired with intrinsic motivation…

Pressing a button and watching a bar progress has no intrinsic value and leads to little motivation.

On the other hand, having a progress bar here led to 20% increase in profile completions.

In games like Super Mario Brothers, coins are collected and players are rewarded for having a large number of coins. This is

extrinsic motivation which keeps players playing to get more coins.

Use coins, points and rewards to provide feedback on performance, updates on progress and level of

correctness.

Intrinsic Motivation

• Internal motivation elements are what keeps the players interest for the longest time. Tapping into the underlying intrinsic motivation engages the player and keeps them returning to the game.

Games like The Sims tap into the intrinsic motivation most people have

regarding desired career paths.

Rewards for high performance appears to strengthen the perception

of freedom of action

Self-Determination Theory

• Self-Determination Theory– Autonomy– Competence– Relatedness

Autonomy or Producers– Players are producers, not just consumers, they are “writers” not just “readers.” Even at its simplest level, players co-design games by the action they take and decision they make.

James Paul Gee, University of Wisconsin-Madison

Competence or Pleasantly Frustrating– Good games stay within, but at the outer edge, of the players “regime of competence” (diSessa, 2000) Challenges in a game are challenging but feel “doable.”

This is motivational. (Confidence from the ARCS model of motivation.)

James Paul Gee, University of Wisconsin-Madison

diSessa, A. A. Changing Minds: Computers, Learning and Literatcy. Cambridge, Mass.: MIT Press, 2000.

Performance before Competence– Good video games operate by a principle just the reverse of Most training modules: performance before competence (Cazden, 1981).

Players can perform before they are competent, supported by the design of the game. It is learning by doing.

James Paul Gee, University of Wisconsin-Madison

Relatedness– This is experienced when a person feels connected to others. It can either be in real-time or related to players who have played before through such items as a leaderboard or artifacts left by other players.

Malone’s Theory of Intrinsically Motivating Instruction

Challenge Fantasy Curiosity

Fantasy– There are both cognitive and emotional reasons for evoking fantasy. Cognitively a fantasy can help a learner apply old knowledge to understand new things and help them remember the content. Emotionally, a person can connect with the experiences and not bring with it “real-world” concerns or fears.

Curiosity– Game environments can evoke a learner’s curiosity by providing an optimal level of informational complexity and a novel and exciting game space. Cognitive curiosity is evoked by making learners believe their knowledge structures are inconsistent or incomplete. Provide surprising and constructive feedback.

Instructional Design Principles for Intrinsic Motivation

• Challenge• Curiosity• Control• Fantasy• Cooperation• Competition• Recognition

The Sims combines:Autonomy (Control), Competence, Relatedness (cooperation, Completion and Recognition) with

Fantasy, Challenge, (Contexualization) and Curiosity.

Summary• ARCS Model (Attention, Relevance, Confidence

Satisfaction) • Intrinsic/Extrinsic Motivation• Self Determination Theory• Malone’s Theory of Intrinsically Motivating

Instruction • Instructional Design Principles for Intrinsic

Motivation

• ARCS Model (Attention, Relevance, Confidence Satisfaction)

• Intrinsic/Extrinsic Motivation• Self Determination Theory• Malone’s Theory of Intrinsically Motivating

Instruction • Instructional Design Principles for Intrinsic

Motivation