Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model
Abstract
The
ARCS-V model (an acronym for attention, relevance, confidence, satisfaction,
and volition) contains a synthesis of motivational and volitional concepts and
theories that provide a foundation for a motivational design process that has
been validated in many contexts (Keller 2010).
This paper begins with a listing of many of the technology applications and
delivery system options that are now available to instructional designers and
teachers, but then goes on to describe learner motivation challenges that still
occur despite these innovations. Part 2, the major part of the paper, describes
the ARCS-V motivational synthesis and how to apply it to identify motivational
characteristics and problems of learners together with a systematic process for
designing and implementing motivational solutions. This design approach
includes a 10-step process as well as a simplified version of the process to
aid in lesson and module planning. It also includes a self-reflective checklist
that an instructor can use to identify which aspects of motivation are
satisfactory and which require strengthening. The final part of the paper
provides examples of motivational strategies and a case description of the
motivational enhancement of an instructional module in three different delivery
contexts: classroom instruction, blended learning, and eLearning.
Keywords
References
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