ETC 625 Module 1 Instructional Design Model ARCS

1. A
ttention
R
elevance
C
onfidence
S
atisfaction
This model was designed to
use strategies to motivate and
engage learners when they
recognize the link between the
relevance and purpose of their
learning.

2. What will motivate me to learn?
What will catch my attention?
How can I relate?
Will I be satisfied with the
outcome?

3. Elizabeth Queen
How does ARC compare to the four
fundamental components suggested by
Morrison, Ross, Kalman and Kemp (2013).

4. ARCS VS Traditional ID
Objective: The learner will be...
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willing to learn & participate.
able to find relevance through experience.
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able to define instructional problem analysis.
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learning through all the components of
instructional objectives.
integrate new information and ideas.
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sequencing of instructional methods.
putting everything together.
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completing the learner analysis.
identifying the formative evaluation.
Learners: The learner will be...
●
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learning through environmental factors.
learner from their characteristics.
Methods: The task will be learned by...
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●
the interest and connection the learner makes to
the learning.
integrating motivational and instructional
strategies.
Evaluation: The learning will be determined by...
●
●
developing materials to effectively integrate
motivation.
providing developmental tests

5. Challenge and Benefit
The model I located could benefit those learners that are open
minded with a positive perspective. The desire to learn and find
a purpose for wanting to learn will encourage self-motivation.
Participation of activities is easier with the comfort of personal
experiences.
The challenge I see, is the learner not willing to buy into having
a personal relevance to certain situations. If the learners’ needs
are different they must be convinced of the different learning
variables. If the learner does not expect to succeed, they will
not put in time or effort into the task.

6. Pros & Cons
ARCS
Instructional Design
gain and sustain attention
select appropriate strategies
“I want to do something”
“I have to do something.”
participate for longer periods if
meaningful
inadequate attention to
motivate
self-determination
reinforcement

7. Why could this model be appropriate for webbased instruction?
Self-discipline and motivation are highly needed for online courses.
Many learners join online communities because they share a common
interest. Online courses that interest learners encourage internal
motivation, where learners will want to be involved in their
accomplishments. Self-motivation provides learners with the ability to
increase their confidence and be persistent with their classes.
Applying this model provides suggestions for integrating motivational
strategies that will be effective and engaging. Learners’ personal
experiences with meaningful examples will keep learning interesting
and efficient.
Wanting to learn creates a better atmosphere for learning, than being
forced to learn. Therefore, it is pertinent to give relevant information the
learner can relate to when developing web-based instruction.

8. References
Cheng, Y.-C., & Yeh, H.-T. (2009). From concepts of motivation to its application in instructional
design: Reconsidering motivation from an instructional design perspective. British Journal
of Educational Technology, 597-605.