In my last post, I introduced John Keller’s ARCS Model for Motivation. The ARCs model has practical application in face-to-face, online, and blended learning environments. To recap, Keller’s ARCS Model has four parts:
This post focuses on how you can gain a student’s attention to increase and improve his or her motivation to learn.
Liao and Wang (2008) discovered that incorporating Keller’s ARCS model in instructional design and classroom instruction allows instructors to “early spot students’ learning problems and make an early instruction intervention to further appropriately modify teaching strategies to meet various learners’ needs” (p. 56).
Did you catch that? If used in course creation and instruction, Keller’s ARCS Model for Motivation helps teachers to be more aware of their students’ learning problems. This awareness helps you adjust the curriculum and your teaching style to meet their learning needs.
Gaining Your Student’s Attention
Chesebro and McCroskey (2002, p. 90) found that “making eye contact and smiling at students, calling them by name, and using vocal variety and appropriate humor” are effective strategies to increase and maintain students’ attention in face-to-face learning environments. The character, John Keating, exemplifies these teaching strategies in the film Dead Poets Society (Weir, 1989).
Morrison (2012) offers some key strategies to increase and maintain students’ attention in online and blended learning environments: “provide timely feedback on assignments, respond to students within 24 hours, include constructive and personalized feedback on assignments, craft a weekly message, acknowledge academic challenges, and comment strategically within the discussion boards.”
When my professors used these strategies, they increased and maintained my attention. In turn, my motivation to learn and do well in my classes increased as well.
For example, in my online MA in Strategic Communication program at Liberty University, one of my professors consistently responded to my questions within 24 hours or less. He provided timely and personalized feedback on assignments. His weekly announcements and videos prepared us for the topic(s) that week and reminded us of what was due. He asked questions and responded to students in the discussion board. By engaging students in the discussion board, my professor made the discussion lively and active—encouraging students to participate.
In my next post, we will discover practical ways to motivate your students by making your course content relevant to them in and outside of the classroom.
Chesebro, J. L., & McCroskey, J. C. (Eds.). (2002). Communication for teachers. Pearson.
Jisc. (2015, August 21). [Gaining students’ attention]. Retrieved from https://www.jisc.ac.uk/blog/building-social-engagement-at-your-college-or-university-21-aug-2015
Liao, H.-C., & Wang, Y.-H. (2008). Applying the ARCS motivation model in technological and vocational education. Contemporary Issues in Education Research, 1(2), 53-58. http://arbor.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1056387&site=eds-live&scope=site
love2b1. (2007, April 14). Dead poets society-3 [Video file]. Retrieved from
Morrison, D. (2012, August 31). How to motivate students in the online learning environment. Retrieved April 26, 2017, from Online Learning Insights website: https://onlinelearninginsights.wordpress.com/2012/08/31/