Motivating students is one of the most difficult tasks for a teacher. Don’t believe me? How many students are like Jeremy in this Zits Comic? A student’s motivation does not rely solely on his or her own effort, but also on the teacher’s behavior and the way he or she presents content. John Keller understood this when he created his ARCS Model for Motivation in 1983.
As a student studying to be a professor, I cannot stress enough the impact Keller’s ARCS model has had not only on my motivation to learn but also on the way I plan to teach and motivate others. Keller’s ARCS Model can be practically applied in face-to-face, online, and blended learning environments. The model has four parts:
A combination of the four elements increases and maintains student motivation in and outside of the classroom. Teachers can use attention, relevance, confidence, and satisfaction in their classrooms to help students become motivated, remember the content, and do well in class.
In his research, Dupont (2012) noted that Keller’s motivation principles:
“have been shown to be valid and stable over the years in virtually all cultures and at all levels of education, even though there are many differences in the practices used to achieve them” (p. 28).
The key phrase is “there are many differences in the practices used to achieve them.” The world of education is changing. Face-to-face is no longer the only type of learning environment and students’ learning styles are ever-changing. More and more students seem to be psychomotor (hands-on) learners rather than cognitive learners. Teachers need to be aware of these trends and adapt their instruction accordingly, depending on the subject that they teach and the students they are teaching.
Remember, there’s a myriad of ways to implement and apply Keller’s ARCS Model in your teaching style and lesson plans. Over the next few posts in my Motivation in Education series, we’ll look at each of the ARCS components so you can think about how you can implement and apply each of them in your learning environment—whether it’s face-to-face, online, or blended.
DuPont, J. S. (2012). Nursing faculty motivation to use high-fidelity simulation: An application of Keller’s ARCS model (Order No. 3547010). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (1267836282). Retrieved from http://ezproxy.liberty.edu:2048/login?url=http://search.proquest.com/docview/1267836282?accountid=12085
Scott, J., & Borgman, J. (2016, January 3). [Motivation in education]. Retrieved from http://zitscomics.com/comics/january-3-2016/