What is the ARCS Motivational Model? Include a discussion of the specific areas that the designer determined could account for differences in student effort

Question

What will be an ideal response?

Answer 1

ANSWER:
The ARCS Motivational Model was developed by John M. Keller in 1983 and is applicable to learning in the digital age. Keller stressed that even the best designed instructional strategy will fail if students are not motivated to learn. Many students are only performing to pass the test. Without a desire to learn, retention is unlikely. Thus, teachers should strive to create a deeper motivation in learners to gain new skills.
Frustrated that so much of the interest in psychology was concentrated on differences in learner ability, Keller developed a model that would attribute differences in student learning to the amount of effort students were willing to put forth. As a result, he cataloged four specific areas that could account for the differences in student effort. A discussion of these areas follows.
ATTENTION: Effective learning techniques seek to capture students’ attention, to eliminate boredom, and to arouse natural curiosity. Lessons should increase students’ focus by using novel, surprising, out of the ordinary, and uncertain events. Effective techniques should stimulate the sense of wonder and maintain interest. Most students are not only auditory or visual learners, but also multisensory learners. Digital media has the ability to capture the attention of the learner because it addresses a variety of learning styles. Today’s students expect to use digital media devices in their daily lives, so these devices, or similar media technology, should be woven seamlessly into their classroom experiences.
RELEVANCE: When students feel that learning is relevant or important to their lives, they will become motivated to learn. By using digital media to develop lesson concepts, teachers bring familiar technology into the classroom. Concepts developed with digital media utilize technologies that students value.
CHALLENGE/CONFIDENCE: Students who believe they can achieve often do. Lessons created with digital media allow students to develop confidence by enabling them to succeed. Interactive lessons created with digital media present a degree of challenge that allows for meaningful success through both learning and performance conditions. Content created with digital media can be leveled to challenge multiple skill levels, to generate positive expectations, to provide feedback, and to support internal attributions for success — all of which means students are working at a level at which they can achieve success and gain confidence. Assignments completed using technology allow students to see just how far their imagination can take them. Using technology will be natural for some but a struggle for others because not all students will be at the same skill level when it comes to using digital media. It is important to develop lessons that contain several achievement levels so students can progress at a pace that meets their needs, that is, that challenges them while building their confidence.
SATISFACTION/SUCCESS: Feeling good about one’s self is a natural motivator. Technology provides opportunities for students to use newly acquired knowledge or skills in simulated settings successfully. Lessons developed using digital media can be designed to provide feedback that will sustain the desired behavior. Using technology, students can showcase their achievements, allowing them to share their successes with others, which increases their desire for positive peer evaluation.