Participatory Educational Research

Yazarlar: John M. KELLER

Konular:Eğitim, Bilimsel Disiplinler

DOI:10.17275/per.16.06.3.2

Anahtar Kelimeler:Motivation,Learning,Technology,ARCS-V

Özet: 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.

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