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John Keller's: Motivational Model
John Keller's: Motivational Model
COLLEGE OF EDUCATION
Daraga, Albay
John Keller’s
ARCS
Motivational Model
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PRESENTED
BY:
CYRYHL B. GUTLAY
BSEd 3 – Social Studies
+639 152 597 440
cyryhlbanaga.gutlay@bicol-u.edu.ph
PRODUCTION OF
SOCIAL STUDIES INSTRUCTIONAL
MATERIALS
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Table of Contents
John Keller’s ARCS
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Motivation in Learning
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Motivational Model
Motivation as an important
A model designed to improve
component in facilitating learning.
motivational approach of instruction.
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Motivation ARCS Motivational Model
Four components of Keller’s Motivational Advantages and weaknesses of ARCS
Model; ARCS. motivational model.
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Lesson objectives
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Motivation is what always initiates and
guides us towards our goal. This is required
to encourage students or learners to
participate in school-related activities.
More than that, WHY IS THAT
MOTIVATION IS IMPORTANT IN
INSTRUCTION AND LEARNING?
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MOTIVATION IN LEARNING
Motivation in the learning context is defined as “the power
that prompts learners to show learning behaviors, attract
attention to specific learning goals or perform extra work on
tasks” (Gagne et al., 1992)
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MOTIVATION IN LEARNING
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Many instructional design models are
focused on instructions that will only be
effective when learners wants to learn. Few
are developed on methods to make
instructions more interesting. John
Keller’s ARCS Motivational Model is the
most famous of them.
Let’s be more familiar with it.
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JOHN KELLER’S
ARCS
Motivational Model
John M. Keller, an American educational psychologist, best known for his work on developing the ARCS
model of motivational design in educational setting. Which is an acronym that stands for its four elements.
Attention, Relevance, Confidence and Satisfaction.
This model provides a systematic and comprehensive approach to improve the appeal of the instruction in order
to motivate students. ARCS model of motivational design is not a model which can be done independently. It is a
model designed to complement the instructional design instead. The model is based on the premise that changes in
the learning environment and teaching activities can influence the motivation of individuals that may indicate the
individual's perception of value and expectation of success.
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JOHN KELLER’S
ARCS
(Attention, Relevance, Confidence, Satisfaction)
Motivational Model
ARCS Motivational Model is one form of learning model development with a humanistic
approach. Its major emphasis is on the increase of learning motivation.
This model assert ways to achieve the learning objectives are set forth after learners enjoy, feel
motivated to learn, and are willing to participate in the study. Keller suggests four components of
ARCS for all types of instructional designs because they are related to the theory of the value of
hope. He also implied that the attention and relevance help illustrate the value of learning while
confidence and satisfaction bring hopes for successful studies.
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We already know that this model can be used in classroom
design to stimulate the motivational appeal of classroom
materials and learning motivation.
The model defines four main requirements for motivation:
attention, relevance, trust, and satisfaction; each is further
subdivided into subcategories containing strategies that can be
used to create this motivational state.
Let us look more into it. How about that?
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A ATTENTION
Attention is about keeping students interested and maintaining this interest throughout the classroom and course. Attention
maintains events. Keller believes that in addition to motivation, attention is also a necessary prerequisite for learning. One way to
attract the learner's attention is to create inquiry awakenings to stimulate inquiry attitudes. By asking questions or asking
challenging questions, teachers can stimulate information search behaviors, thereby involving learners
Inquiry Arousal
Arousing curiosity and thirst for knowledge.
How can I stimulate an attitude of inquiry?
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BENEFITS LIMITATIONS
• It allows the learners to choose the material that • Preparing ARCS motivation is time consuming.
they want to learn and the assignments they want
to complete. • The teacher may change or re-think all of his/her
instructional design to be able to follow the ARCS
• It also gives the students enough time to finish
model.
their research and assignments.
• Motivates the students to be curious and active • Presents difficulties if there are learners of
learner. different levels od motivation in the group.
• Integrates well with lesson planning and
instructional design processes.
• Simple, easy to use, heuristic approach to
increasing the motivational application of
instruction.
• It provides a practical framework for both the
design and expansion of the motivational quality of
a range of informational entities.
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REFERENCES
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Retrieved April 2, 2022 from
https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf
Keller, J. (1987). Development and Use of the ARCS Model of Instructional Design. Journal of Instructional Development, 10(3), 2-
10. Retrieved April 2, 2022, from http://www.jstor.org/stable/30221294
Joseph, A. (2016). John Keller's arcs model of motivational design [Presentation]. Slideshare. Retrieved April 2, 2022, from
https://www.slideshare.net/ArunJoseph22/john-kellers-arcs-model-of-motivationaldesign-ppt
Main, R. (1993). Integrating Motivation into the Instructional Design Process. Educational Technology, 33(12), 37-41. Retrieved
April 3, 2022, from http://www.jstor.org/stable/44428101
WNET Education. (2004). What is Constructivism. Educational Broadcasting Corporation. Retrieved April 3, 2022, from
https://www.thirteen.org/edonline/concept2class/constructivism/
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THANK YOU SO
MUCH FOR
LISTENING!
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