Hana Robbins

Keller’s ARCS Model

John Keller is determined to build the improvement of “motivation in instructional systems theory and practice” (Shellnut). Keller has contributed or expanded to several different theories throughout his life. He expanded on Gagne’s, and Skinner’s theories as well as “laid important groundwork for developing a systematic, learner-focused design model based on the contributions of several significant theories, e.g. behaviorism, cognitivism, and humanism” (Shellnut). Because of all of his extra work and contributions to multiple theories, John Keller was able to design his own theory for the instructional systems which is called the ARCS Model.

Keller’s ARCS Model is used for analyzing motivation, and is “a problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn” (Sanford). ARCS stands for attention, relevance, confidence, and satisfaction.

This model can focus more on the classroom and how teachers can use different strategies to motivate their students (Pai-Lu). Keller’s ARCS model is more complex than just the four components. For each component there are subcomponents, or “teaching strategies,” to further explain them. For attention the subcomponents are perceptual arousal, inquiry arousal, and variability. For relevance the subcomponents are goal orientation, motive matching, and familiarity. For confidence the teaching strategies are learning requirements, success opportunities, and personal control. Lastly, for satisfaction the teaching strategies are intrinsic reinforcement, extrinsic rewards, and equity.

You can use this model in everyday teaching in a classroom, or online. The ARCS model can be used in all grades and years of teaching. For example, technology is a popular form of motivation for the younger generation. Using technology in the classroom will be considered the way to get the initial attention for a classroom. Of course if a teacher/professor were to use technology, they would have to find relevant sites or videos to relate to the class. This will build the confidence in all students when a teacher can find a way to relate it back to their students. Lastly, to satisfy students, teachers do not need to monitor students’ use of technology in the classroom. Less monitoring will motivate students to learn if teachers show them ways technology will enhance their classroom experience.

Pai-Lu, W., Ching-Hwa, T., Tzu-Hui., Sih-Han, H., & Che-Hung, L. (2011). Using ARCS Model to Promote Technical and Vocational College Students’ Motivation and Achievement. International Journal of Learning, 18(4), 79-91.

Sanford, K. (2010, December 14). An Explanation of Keller’s ARCS Model of Motivational Design. Retrieved from the Connexions Web site: http://cnx.org/content/m36385/1.1/

Shellnut, B. (1998, October 15). John Keller a Motivating Influence in the Field of Instructional Systems

Design. Retrieved from ARCS Model Web site: http://www.arcsmodel.com/pdf/Biographical%20Information.pdf