1. Learning and the Nine Events of Instruction (Gagne and Briggs):
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http://tip.psychology.org/gagne.html
Gagne's Nine Events of Instruction
2. Read "The Systematic Design of Instruction " by Walter Dick and Lou Carey.
3. Read "ARCS Model of Motivational Design" by John M. Keller
4. Starting Point for Gagne and Briggs:
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http://tip.psychology.org/gagne.html
Gagne's Nine Events of Instruction
Starting Point for Dick and Carey Model:
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The Systematic Design of Instruction
Starting Point for Keller's ARCS Model:
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ARCS Model of Motivational Design
U of C Library and Web
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Find and read the Gagne and Briggs references. Discuss the questions in your
group. Post any insights you have to the Discussion Board Posting.
Complete the Dick and Carey reading. Discuss the questions in your group. Post
any insights you have to the Discussion Board Posting.
Complete the ARCS reading. Discuss the questions in your group. Post any
insights you have to the Discussion Board Posting.
Individually or in a group, select one of the models / theories above to create one
of your annotated lesson planss (see Presentation above) . .Feel free to use the
discussions to help inform your design.
Present your 10 minute lesson plan to the class. Remember to show how each
element matches the elements of the theory you selected.
Review your personal model while these models are fresh in your mind.
Conditions of Learning (R. Gagne)
Overview:
This theory stipulates that there are several different types or levels of learning. The significance
of these classifications is that each different type requires different types of instruction. Gagne
identifies five major categories of learning: verbal information, intellectual skills, cognitive
strategies, motor skills and attitudes. Different internal and external conditions are necessary for
each type of learning. For example, for cognitive strategies to be learned, there must be a chance
to practice developing new solutions to problems; to learn attitudes, the learner must be exposed
to a credible role model or persuasive arguments.
Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy
according to complexity: stimulus recognition, response generation, procedure following, use of
terminology, discriminations, concept formation, rule application, and problem solving. The
primary significance of the hierarchy is to identify prerequisites that should be completed to
facilitate learning at each level. Prerequisites are identified by doing a task analysis of a
learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.
In addition, the theory outlines nine instructional events and corresponding cognitive processes:
(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).
These events should satisfy or provide the necessary conditions for learning and serve as the
basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).
Scope/Application:
While Gagne's theoretical framework covers all aspects of learning, the focus of the theory is on
intellectual skills. The theory has been applied to the design of instruction in all domains (Gagner
& Driscoll, 1988). In its original formulation (Gagne, 1 962), special attention was given to
military training settings. Gagne (1987) addresses the role of instructional technology in learning.
Example:
The following example illustrates a teaching sequence corresponding to the nine instructional
events for the objective, Recognize an equilateral triangle:
1. Gain attention - show variety of computer generated triangles
2. Identify objective - pose question: "What is an equilateral triangle?"
3. Recall prior learning - review definitions of triangles
4. Present stimulus - give definition of equilateral triangle
5. Guide learning- show example of how to create equilateral
6. Elicit per formance - ask students to create 5 different examples
7. Provide feedback - check all examples as correct/incorrect
8. Assess performance- provide scores and remediation
9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals
Gagne (1985, chapter 12) provides examples of events for each category of learning outcomes.
Principles:
1. Different instruction is required for different learning outcomes.
2. Events of learning operate on the learner in ways that constitute the conditions of learning.
3. The specific operations that constitute instructional events are different for each different type
of learning outcome.
4. Learning hierarchies define what intellectual skills are to be learned and a sequence of
instruction.
References:
Gagne, R. (1962). Military training and principles of learning. American Psychologist, 17, 263276.
Gagne, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart & Winston .
Gagne, R. (1987). Instructional Technology Foundations. Hillsdale, NJ: Lawrence Erlbaum
Assoc.
Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood
Cliffs, NJ: Prentice-Hall.
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort
Worth, TX: HBJ College Publishers.
Relevant Web Sites:
The following web sites provide further information about Gagne and his work:
http://www.e-learningguru.com/articles/art3_3.htm
http://www.my-ecoach.com/idtimeline/theory/gagne.html
http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf
[ INTRO ][ THEORIES ] [ CONCEPTS ] [ DOMAINS ]
What is Motivational Design?
What is meant by motivational design? What are some of the motivational concepts and
theories that have a motivational design component?
What is the ARCS Model?
What are its overall characteristics? Is it a theory or just a model?
What Are the Elements of Learner Motivation?
The acronym ARCS stands for attention, relevance, confidence, and satisfaction. What are
the specific properties of each category?
What is the ARCS Motivational Design Process
What are the steps and key issues in the ARCS design process? To what kinds of problems
can you apply it?
The ARCS model of motivational design consists of a set of categories of motivational
concepts and strategies that are derived from a synthesis of the research on human
motivation combined with a review of successful motivational practices. This portion of
arcsmodel.com contains an overview of the general concept of motivational design and an
explanation of what the ARCS model is. It also contains a summary of the four ARCS
categories of motivation (attention, relevance, confidence, and satisfaction), each of which
has several subcategories of concepts and strategies. These categories comprise one of the
two major components of the ARCS model. The other component is the systematic
motivational design process which is described in the remaining subfile on this page.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com
What is the ARCS Model?
The ARCS model is a problem solving approach to designing the motivational aspects of
learning environments to stimulate and sustain students’ motivation to learn (Keller, 1983,
1984, 1987). There are two major parts to the model. The first is a set of categories
representing the components of motivation. These categories are the result of a synthesis of
the research on human motivation. The second part of the model is a systematic design
process that assists you in creating motivational enhancements that are appropriate for a
given set of learners. The synthesis allows you to identify the various elements of student
motivation, and the design process helps you profile the motivational characteristics of
students in a given learning environment and then design motivational tactics that are
appropriate for them. The model has been used and validated by teachers and trainers in
elementary and secondary schools, colleges, and universities, and in adult learning settings
in corporations, government agencies, nonprofit organizations, and military organization. In
other words, in virtually every setting in which there is a requirement for people to learn. It
has also been used around the world on virtually every continent, and has been used
extensively in Asia, Europe, and Latin America. Numerous research reports verify its validity
and usefulness.
Elaborations of the categories of the ARCS model and the design process are contained in
the remaining two parts of this folder. Each of those parts contains references for further
reading. Following are three references mentioned above that describe the theoretical
foundation of the ARCS model and the applied version of it.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.),
Instructional-design theories and models: An overview of their current status. Hillsdale, NJ:
Lawrence Erlbaum Associates.
Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K.
Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff
Development and Career Updating. London: Kogan Page.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design.
Journal of Instructional Development, 10(3), 2 – 10.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
What Are the Elements of Learner Motivation?
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How do you keep your students motivated?
What are some of your favorite tactics?
Are there lessons that you really like to teach because you know there are
interesting things for the students to do?
Are there other lessons that both you and the learners find to be boring?
Most people can get into ruts. For example, one problem faced by many teachers is that
they have specific “tried and true” tactics that they are comfortable using, but they may
have trouble finding new ideas or a well-balanced set of ideas. For example, with respect to
balance, I knew a teacher who was very good at presenting material in a manner that
reduced the learners’ anxieties and made them feel comfortable in the classroom, but this
same teacher had a rather boring style of presentation and everything he was going to do,
with respect to learning activities and assignments, was totally predictable. In contrast, I
knew another teacher who was very creative in her efforts to provide unexpected and novel
approaches to teaching and learning, but her students were anxious; they were frequently
confused about the teacher’s requirements and syllabus. One of the goals of motivational
design is to prepare a set of motivational tactics that are in alignment with learners’
motivational needs and are complimentary with the overall instructional plan. In order to do
this, it is necessary to have a good understanding of the different characteristics of learner
motivation and to understand what kinds of tactics go with each characteristic.
It can be difficult to this because there are so many elements in a course that can affect
motivation. They include the materials you use; your own behaviors as a teacher; the
structure of a lesson which calls for different kinds of actions at the beginning, in the middle
and at the end; and the overall structure of the course with its various units and lessons.
But, the four categories of the ARCS model (Table 1) offer assistance in each of these areas.
Each category has subcategories and they are supported by specific psychological
constructs. For each of these components, there psychological concepts that provide the
theoretical foundation for the component, and there is a list of questions that serve as a “job
aid.” For example, the question pertaining to “motive matching” under Relevance asks, “How
and when can I link my instruction to the learning styles and personal interests of the
learners?” The complete list of questions can help you analyze your approach to teaching or
preparing instructional materials and can be used as a checklist to analyze your current
materials and lesson plans. The questions can also be used as a source of ideas for ways to
motivationally enhance your teaching.
Table 1 ARCS Categories
Attention
Relevance
Confidence
C1 Learning
A1 Perceptual
R1 Goal orientation requirements
arousal
R2 Motive matching C2 Success
A2 Inquiry arousal
R3 Familiarity
opportunities
A3 Variability
C3 Personal control
Satisfaction
S1 Intrinsic
reinforcement
S2 Extrinsic rewards
S3 Equity
Following are three publications that cover the points listed above. They contain descriptions
of the theoretical foundation for each of these categories, list the “process questions” for
each subcategory, and provide some sample strategies. If you have trouble obtaining any of
these items, please send me an email (jkeller@arcsmodel.com) and perhaps I can help.
Keller, J. M. (1987a). Development and use of the ARCS model of motivational design.
Journal of Instructional Development, 10(3), 2 – 10.
Keller, J. M. (1987b). Strategies for stimulating the motivation to learn. Performance &
Instruction, 26(8), 1-7.
Keller, J. M. (1999). Motivation in cyber learning environments. Educational Technology
International, 1(1), 7 – 30.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
ARCS Design Process
The ARCS motivational design process is a systematic problem solving approach that
requires knowledge of human motivation and progresses from learner analysis to solution
design. More specifically, the process includes:
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Knowing and identifying the elements of human motivation,
Analyzing audience characteristics to determine motivational requirements,
Identifying characteristics of instructional materials and processes that
stimulate motivation,
Selecting appropriate motivational tactics, and
Applying and evaluating appropriate tactics.
Thus, motivational design includes a systematic process that contains these steps and
results in the preparation of learning environments that contain tactics, or activities, that
have a predictable influence on the amount and direction of a person’s behavior. Motivation
consists of the amount of effort a person is willing to exert in pursuit of a goal; hence,
motivation has magnitude and direction. Consequently, motivational design is concerned
with connecting instruction to the goals of learners, providing stimulation and appropriate
levels of challenge, and influencing how the learners will feel following successful goal
accomplishment, or even following failure. Will, for example, the students want to continue
pursuing the same or similar goals?
Instructional design, by contrast, is concerned with factors that influence how well a person
will be able to acquire, recall, and use new knowledge and skills. These are the factors that
together with effort, the outcome of motivation, have a direct influence on the quantity and
quality of a person’s performance.
From a broader perspective, learning environment design requires one to consider both
motivational and instructional influences on learners, and both of these activities require
consideration of learner goals and capabilities together with cultural and environmental
factors that affect attitudes and performance. It is no wonder that the design of effective,
efficient, and appealing learning environments is a complex enterprise. Even though there is
a growing “technology,” in the sense of systematic knowledge of how to create learning
environments, there is also an art to being able to successfully design and teach. The art of
design and teaching is based on both knowledge and experience and refers to the necessity
for personal judgment and problem solving. Many of the challenges faced by teachers and
designers cannot be solved “by the book.” They can be solved by a combination of
systematic problem solving and personal judgment based on one’s overall experience and
professional expertise. However, by learning and applying systematic problem solving
processes, and by learning how to recognize and classify various types of problems, one can
increase one’s expertise and judgmental capacity. This process will not lead you to
automatic answers to motivational problems, but it can help you systematically and
predictably improve the motivational qualities of your instruction.
For more detailed information about this process, the following are examples of relevant
publications. If you have trouble obtaining any of these items, please send me an email
(jkeller@arcsmodel.com) and perhaps I can help.
Keller, J. M. (1987a). Development and use of the ARCS model of motivational design.
Journal of Instructional Development, 10(3), 2 – 10.
Keller, J. M. (1987). The systematic process of motivational design. Performance &
Instruction, 26(9), 1-8.
Keller, J. M. (1999). Motivation in cyber learning environments. Educational Technology
International, 1(1), 7 – 30.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
RCS and the Spirit of Inquiry
"I can't understand why people are frightened of new ideas.
I'm frightened of the old ones."
John Cage (1912 - 1992)
The quest for answers, for new knowledge, for new solutions, and for greater wisdom can
be exciting, but not everyone shares John Cage’s opinion, because inquiry can also be
daunting. It requires that one be able to tolerate anxiety, to accept the possibility of failures
and “dead ends,” and be prepared to deal with the consequences of new discoveries. Thus,
some people prefer the known to the unknown. But, it is the spirit of discovery that leads to
great personal satisfaction in the conduct of inquiry, even though the growth of
indeterminacy, or uncertainty, seems to be outstripping the growth of certainty. As Robert
Persig put it:
The predicted results of scientific enquiry and the actual results of scientific enquiry are
diametrically opposed here, and no one seems to pay too much attention to the fact. The
purpose of scientific method is to select a single truth from among many hypothetical truths.
That, more than anything else, is what science is all about. But historically science has done
exactly the opposite. Through multiplication upon multiplication of facts, information,
theories and hypotheses, it is science itself that is leading mankind from single absolute
truths to multiple, indeterminate, relative ones. The major producer of the social chaos, the
indeterminacy of thought and values that rational knowledge is supposed to eliminate, is
none other than science itself.
Zen and the Art of Motorcycle Maintenance
Even though there may be less of an expectation of discovering immutable principles, I
believe it is fair to say that expansions of knowledge and the development of new paradigms
of inquiry makes life more exciting and has potential for inestimable benefits.
Inquiry takes many forms including the musical experimentations of John Cage
incorporating elements of chance and innovative uses of silence, the formal investigations of
basic research scientists, systematic troubleshooting by mechanics investigating the causes
of malfunctions, and clinicians seeking effective methods for changing and improving human
behavior. With regard to investigations into why people do what they do and what can be
done to influence their choices, there already is a vast body of research on human
motivation. Yet, this body of research, in keeping with Persig’s observation, seems to be
expanding, not contracting. No matter how many questions are answered, there are far
more that have not been answered. In recent years there has been a growing interest in
many areas of motivation research, especially with regard to the development of principles
and practices that can be incorporated into the design of instruction and learning
environments.
This folder contains subtopics pertaining to several of these areas with a few
representative references in each. The intention here is to help you get started not to
provide comprehensive bibliographies; however, the lists and the categories will be
expanded from time to time. In that regard, I would be very happy to receive your
suggestions for additions. Please send them to jkeller@arcsmodel.com. Thank you!
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com
Motivation in Online, Distance, and e-Learning Environments
The Combination of Instructional and Narrative Models for e-Learning
This theoretical paper introduces issues and methods for combining instructional and
narrative models for e-learning. The authors incorporate the ARCS model as part of their
study in pointing out that today’s multimedia “is often reduced to the combining of different
media elements. Analogous to a structure of a book the content is presented chapter by
chapter. Various elements such as images, animations, and videos are embedded in text or
each chapter, whereas dramaturgical structures or narrative concepts are not utilized.” The
goal of the project described here is “to convert the hierarchical learning structures of these
courses into media-friendly and learner-friendly online learning modules….Digital storytelling
concepts and corresponding, multimedia elements are combined to create an innovative
narrative learning structure.”
Schön, I., Hoffmann, P., & Herczeg, M. (Date unknown). The combination of instructional
and narrative models for e-learning. In Göbel, St., Braun, N., Spierling, U., Dechau, J. &
Diener, H. (Eds.) TIDSE, 1st International Conference on Technologies for Interactive Digital
Storytelling and Entertainment. Stuttgart. Fraunhofer Verlag. pp. 176-186.
Applying a Motivational Design Process to e-Learning Design
The authors state that, “Technology offers many innovative features that can be used to
make instruction more appealing to learners. However, many of these features are
interesting only because they are novel and may lose their appeal as learners become
accustomed to them.” They go on to point out that, “Overcoming these motivational
challenges can be difficult because of the complexity of human motivation and the vast
number of motivational concepts and theories that exist.” Consequently, the purpose of this
paper is to describe how a general model for motivational design, the ARCS model, can be
applied in e-learning design.
Keller, J. M., & Suzuki, K. (2004). Learner motivation and e-Learning design: A
mutinationally validated process. Journal of Educational Media, 29(3), 229-239. October
2004. (See PDF file No.2)
Incorporating ARCS Motivational Design Elements Into Educational Software
The article abstract states: “The purpose of this document is to describe the instructional
design elements that have been incorporated in the Kid’s CollegeTM 2004 educational
software program. The paper specifically examines how the software program serves as an
implementation of the Keller’s ARCS Motivational Model of Instruction.”
Mills, R. J., & Sorensen, N. (no date). Kids CollegeTM 2004: An Implementation of the ARCS
Model of Motivational Design. Manuscript available as of 22 June 2006 at
http://www.learningthroughsports.com/img.asp?id=1706.
Combining Computer Supported Collaborative Argumentation and Problem-Based
Learning by Jörg Zumbach and Peter Reimann
The authors discuss the relationship between Problem-based learning (PBL) and Computer
Supported Collaborative Argumentation (CSCA) in order to investigate how computer-based
collaboration can be used to support PBL. In addition, they provide an instructional model
for combining PBL, CSCA and Keller's ARCS-model, which can serve as the conceptual basis
for ongoing work on development and empirical testing.
Click here to read the whole article:
http://d3e.open.ac.uk/cscl99/Zumbach/Zumbach-paper.html
Motivational Constructs in an Online Learning Environment in a UAE University by
Marielle Patronis
In this case study, an online forum was used for interaction among learners in an online
environment. In order to explore the interaction, the ARCS model was implemented. This
study investigated the motivational forces and barriers to learners’ motivation through the
analyses of a series of data from questionnaires and students’ feedback, which showed that
online interaction can enhance learners’ motivation and engagement in the learning process.
Click here to read the whole article:
http://www.admc.hct.ac.ae/emel2005/people/patronis/MP%20Paper2005.doc
Creative Online Learning Environments by Donald G. Perrin
This paper argues that changes are necessary in pedagogy and ability to provide quality
support for distance learning. From the statement “online experience is not necessarily
better or worse than traditional classroom instruction, but it is different,” this paper begins
to focus on “the transition process for teacher, student, and the provider organization.” It
also discusses “best practices, standards, and creative approaches to teaching and learning.”
In addition, it suggests an instructional model that incorporates the ARCS model.
Click here to read the whole article: http://www.itdl.org/Journal/Apr_05/article04.htm
Motivating Students at a Distance: The Case of an International Audience
The author points that “a great number of distance learning courses suffer from extremely
low student completion rates compared to their traditional classroom.” She regards
motivational problems as a possible cause for the suffering. She describes the motivational
problems that a representative group of international distance education students had as
well as she suggests “a specific, low-cost motivational intervention” using the ARCS model
that can enable instructors to effectively and efficiently support for students’ motivation.
Visser, L., Plomp, T., Arimault, R., & Kuiper, W. (2002). Motivating Students at a Distance:
The Case of an International Audience. Educational Technology Research & Development,
50(2), 94-110.
Videoconferencing Instructional Strategies
This websites argues that videoconferencing requires extra efforts in involving and engaging
learners because we got used to watching video instead of communicating with it. Thus, this
website provides six strategies for the two-way video instruction: “motivate learners, set
expectations; engage students with variety and interaction; reduce distractions during
learning activities; encourage dialog; and provide supporting materials.” Especially for the
explanation of the first strategy, the ARCS model was used.
Click here to read more information: http://www.kn.pacbell.com/wired/vidconf/instruct.html
Conducting Learner Analysis to Adjust Online Instruction for Your Faceless
Learners by Yonnie Chyung
As a solution for the dropout problem in distance learning environment, the author suggests
online intervention strategies based on the ARCS model. She implements the ARCS model as
a guideline to conduct learner analysis and modify instruction to improve motivational
appeal to individual learners in a distance learning environment.
Chyung, S. Y. (2001). Conducting learner analysis to adjust online instruction for your
faceless learners. In Proceedings of the 17th Annual Conference on istance Teaching &
Learning, (pp. 85-90).
Motivating Distance Learning Students Using the ARCS Method
This website describes how to design distance learning courses. It specifically explains
building goals and objectives for distance learning courses, and highlights motivation for
them. Also, it suggests using the ARCS model for the aspect of learners’ motivation.
Click here to read more information:
http://www.netnet.org/instructors/design/goalsobjectives/motivation.htm
How to Motivate Adult Online Learners in Higher Education? by Sanghoon Park
The author argues that since online learning settings are different from classroom settings,
systematic, motivational strategies should be prepared for the characteristics of adult
learners. He describes the steps and information for motivational design process based on
the ARCS model and shows the case example of an online learning setting.
Click here for more information:
http://www.mtsu.edu/~itconf/2004/presentations/park.html
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
Studies of Methods and Tools for Improving Motivational Design
Motivationally Adaptive Computer-Assisted Instruction
The purpose of this study was to examine the effects of a prototype of motivationallyadaptive computer-assisted instruction (CAI). The foundation for motivational theory and
design was provided by ARCS model. A computer-based tutorial was programmed to
diagnose learner motivational states at various points in the lesson, and to present
motivational tactics that were appropriate for the given motivational results. The study
illustrates that the ARCS model can be useful and effective in support of designing for these
dynamic aspects of motivation.
Song, S. H., & Keller, J. M. (2001). Effectiveness of motivationally-adaptive computerassisted instruction on the dynamic aspects of motivation. Educational Technology Research
& Development, 49(2), 5 - 22.
Development Of A Website To Check Instructional Design Based On The ARCS
Model
This article describes the development of a prototype website that had capabilities for
collecting data from instructional designers that was then analyzed in regard to motivation.
The website would suggest areas that were strong or weak in motivation and then suggest
strategies for improvement. The prototype was formatively evaluated with positive results.
Suzuki, K., Nishibuchi, A., Yamamoto, H., and Keller, J. M. (2004). Development and
Evaluation of a Website to Check Instructional Design Based on the Arcs Motivation Model.
Journal of the Japanese Society for Information and Systems in Education, 2(1), 63-69
Evaluation Of A Computer-Based Instructional Tutorial Using The ARCS Model
This pilot study demonstrates the feasibility of utilizing instructional theories, specifically on
learning motivation, to evaluate a computer-based tutorial for the purpose of proposing
effective instructional interventions. Keller’s ARCS Model of Motivational Design provides the
conceptual framework to address motivational issues while developing instruction.
Huang, D. W., Diefes-Dux, H., Imbrie, P. K., Daku, B., and Kallimani, J. G. (2004). Learning
motivation evaluation for a computer-based instructional tutorial using ARCS model of
motivational design. Proceedings of the 34th ASEE/IEEE Frontiers in Education Conference,
Section T1E, Atlanta.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
Motivational and Volitional Issues in Learning
Using Motivational and Volitional Email Messages to Promote Undergraduate
Students’ Motivation, Study Habits and Achievement
This study investigated what kind of supportive information can be effective in improving the
situation where there were severe motivational challenges. Motivational and volitional
messages were constructed based on a integrated model of four theories and methods,
which are Keller’s ARCS model (Keller 2004), Kuhl’s (1987) action control theory, the
Rubicon model of motivation and volition (Gollwitzer 1999), and Visser & Keller’s (1990)
strategy of motivational messages, and distributed via email with personal messages
created based on audience analysis to a large undergraduate class. This study revealed that
personal messages addressing specific individual problems raise the positive effects of the
motivational and volitional messages constructed based on the integrated model.
Kim, C., Keller, J. M., & Chen, H. (October, 2005). Using motivational and volitional
messages to promote undergraduate students’ motivation, study habits and achievement.
Proceedings of Association for Educational Communication and Technology (AECT)
Conference. Orlando, FL
Effectiveness of Using Motivational and Volitional Messages With Undergraduates
The authors attempted to combine motivational and volitions tactics based on an analysis of
learner motivation in a large undergraduate general education course. The effectiveness of
this approach was tested by distributing the strategies as “motivational messages” (Visser &
Keller, 1990) in the form of “Study Tips” via email to the participants. The primary finding
was that students who opened the study tips emails increased their study time, maintained
confidence, and improved their test scores compared to those who did not open them. This
has positive implications for sending motivational and volitional study tips directly to
students while they are in the process of studying a course.
Keller, J. M., Deimann, M., Liu, Z. (2005). Effects of integrated motivational and volitional
tactics on study habits, attitudes, and performance. Proceedings of Association for
Educational Communication and Technology (AECT) Conference. Orlando, FL
Relationship of Volitional and Motivational Strategies on Expectancies
The authors report the results of a study of the effects of a motivationally designed
instructional text on motivation and learning. They incorporated volitional strategies such as
action control and motivational strategies based on the ARCS model. Results showed a
variety of effects in relation to several different categories of participant self-reported
expectancies for control and success.
Astleitner, H. & Lintner, P. (2004). The effects of ARCS-strategies on self-regulated learning
with instructional texts. E-Journal of Instructional Science and Technology, 7(1). (ISSN
1324-0781, University of Southern Queensland, Australia)
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
Motivation in Gaming & Simulations
ARCS Model in the Game of Cultural Exchange
The cultural exchange game is designed for elementary school students, roughly for seventh
graders. This game has incorporated some ideas of using ARCS model in courseware design
in order to help young learners develop a curiosity about, and appreciation for other
cultures. Also, this game aims at helping students build a knowledge base regarding the
many contributions various cultures have made to art, music, fashion, cuisine, and
customs/holidays.
Click here to know more about the game:
http://eprentice.sdsu.edu/F058/cultural_exchange/
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
Motivational Issues in Adult Learning & Work
Improve the Motivational Appeal of Online Instruction for Adult Learners:
What’s in it for Me? by Yonnie Chyung
The author describes the improvement of the online programs of the department of
Instructional and Performance Technology (IPT) at Boise State University. She explains that
the improvement was thanks to “theory-based and model-based intervention design
procedures,” which was partly based on the ARCS model. She reports that “adult online
learners were highly motivated to learn, and they achieved a significantly high level of
learning outcomes.”
Click here to read the research article:
http://coen.boisestate.edu/ychyung/researchpaper.htm
Applying the ARCS Model to Adult Motivation to Work
In this document, Keller describes issues pertaining to people’s motivation to work.
Consistently with other models of human performance technology, he explains how to
distinguish performance problems due to lack of motivations versus environmental
conditions of deficits in knowledge and skills. He then explains how the ARCS model can
serve as a frame of reference for analyzing adult performance problems in the workplace.
Then, when the problems are due at least in part to motivation he explains how to design
motivational strategies that are consistent with the specific problems.
Keller, J.M. (1999). Motivational systems. In H. Stolovitch, & E. Keeps (Eds), Handbook of
Human Performance Technology, 2nd Edition. San Francisco: Jossey-Bass Inc., Publishers.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
Motivational Strategies & Issues in Foreign Language Learning
Improving Computer-Mediated Communication in Foreign Language Instruction
The author of this paper “describes how her initial experience using e-mail for EFL
instruction with first-year students led to an investigation of why CMC [computer-mediated
instruction] served to increase students’ motivation to practice English.” She incorporated
the ARCS model as a frame of reference for identifying and implementing motivational
tactics via email She found, based on student communications via email that there was an
increase in their motivation to learn and perform practice activites.
Samuel, C. (2001). Computer-mediated communication: A motivator in the foreign language
Classroom. The Korea TSEOL Journal, 4(1), 119 – 132.
Evaluating the Motivational and Instructional Properties of ESL Software
This website describes several issues pertaining to the use of computer software programs in
support of instruction. It then provides criteria for evaluating software and reviews several
software programs. It includes a section on motivation in which the ARCS model is applied in
the design of those the software programs to promote learners’ language learning
motivation.
Watt, D. L. E. & Foscolos, D. (1998). Evaluating ESL software for the inclusive classroom.
International Electronic Journal for Leadership in Learning, 2(6), no page numbers.
Manuscript available as of 22 June 2006 at
http://www.ucalgary.ca/~iejll/volume2/Watt2_6.html
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
Around the World with ARCS
Preface. This is only a preview. The geographical side headings and file contents are still
under development. We would love to receive a project description and picture from you to
consider for inclusion! See below for details.
One issue in any area of inquiry concerns the generalization of
one’s findings, principles, and theories. With regard to the
ARCS model, people in many parts of the world are applying it,
doing research on it, or teaching it. With respect to
generalizability, it seems that the basic motivational categories
and design process transfer quite well cross-culturally. There
certainly are cultural differences in the motivational dynamics
of people in different cultures and in the strategies that are
acceptable and effective, but the overall frame of reference is
stable. It is, after all, based on the general literature of
motivation.
In this folder we have begun a list of projects and publications from several different
countries. This is, at this point, a minimal list given that I know of at least 28 different
countries in which the ARCS model is being applied, researched, or taught. I will be
expanding this folder whenever I can. Meanwhile, if you have a particular project you would
be willing to include here, please send me information about it. Please include a picture!
Send the information to jkeller@arcsmodel.com. Thank you!
RCS Model Research in Japan
1. Suzuki’s website: http://p-www.iwate-pu.ac.jp/~ksuzuki/eng/eng.html
This website is the collection of research projects and papers by Katsuaki SUZUKI, Ph.D. in
Japan.
2. Learner motivation and e-Learning design: A mutinationally validated process
By Keller, J.M., & Suzuki, K. Paper published in Journal of Educational Media, Vol. 29, No. 3,
October 2004.
3. Use of ARCS Motivational Design Matrix in Designing Units with Computers at Sendai
Daiichi Junior High School
http://p-www.iwate-pu.ac.jp/~ksuzuki/eng/1996b.html
4. Development and evaluation of Website to check instructional design based on the ARCS
Motivation Model.
By Suzuki, K., Nishibuchi, A., Yamamoto, M., & Keller, J.M. Paper published on Information
and Systems in Education, 2 (1), 63-69.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
RCS Model Research in Korea
1. Computer-Mediated Communication: A Motivator in the Foreign Language Classroom.
By Carolyn Samuel. The increased motivation is explored within the framework of Keller’s
ARCS model of instructional design, which is intended as a guide for educators in the
planning of effective and motivating instruction.
2. Conducting learner analysis to adjust online instruction for your faceless learners
By Seung Youn Chyung. This research study uses ARCS model as a guideline to conduct
learner analysis and modify instruction to improve motivational appeal to individual learners
in a distance learning environment.
3. Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic
Aspects of Motivation
The purpose of this study was to examine the effects of a prototype of motivationallyadaptive computer-assisted instruction (CAI). The foundation for motivational theory and
design was provided by ARCS model. The study illustrates that the ARCS model can be
useful and effective in support of designing for these dynamic aspects of motivation.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
ARCS Model Research in Germany
1. The Combination of Instructional and Narrative Models for E-Learning
By Inga Schön, Peter Hoffmann, Michael Herczeg. Paper published in 1st International
Conference on Technologies for Interactive Digital Storytelling and Entertainment. Stuttgart:
Fraunhofer Verlag. pp. 176-186.
2. Combining Computer Supported Collaborative Argumentation and Problem-Based
Learning: An Approach for Designing Online Learning Environments
This paper provides an instructional model for combining PBL, CSCA and Keller's ARCSmodel.
http://d3e.open.ac.uk/cscl99/Zumbach/Zumbach-paper.html
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com
ARCS Model Research in Austria
1. A Program of ARCS-Related Research in Austria
FEASP research program
The research program is situated within traditional and web-based instruction. It consists of
the development of an instructional design theory (stage I) and related empirical research
(stage II).
Research is also related to motivational instructional design (i.e., ARCS-model from John
Keller) which is closely connected to emotional instructional design (i.e., FEASP-approach).
http://www.sbg.ac.at/erz/feasp/home.htm
2. The effects of ARCS-Strategies on self-regulated learning with instructional texts.
By Hermann Astleitner and Peter Lintner
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l
Motivational Research Areas, Issues, and General Information
This part of the website is for general information about motivation research and activities;
in other words, it is not limited to or even primarily focusing on the ARCS model. For
examples, this folder contains information about topics such as motivation, volition, and
emotions in relation to persistence and learning. It also contains, or will contain, information
of general interests such as synopses of news releases and tangential areas of research that
might have implications for the study of motivation and the development of motivational
practices in the context of instruction and learning environment design.
If you are browsing the internet and see things that might be of interest to other people who
are visiting this website, please send them to me. You can use either of the email addresses
listed below.
Please send suggestions and reactions pertaining to the contents of this folder to
jkeller@arcsmodel.com.
Thank you!
John Keller
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com
Emotion and Learning
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http://www.sbg.ac.at/erz/feasp/home.htm
http://www.findarticles.com/p/articles/mi_m0FCG/is_4_28/ai_81565438
ultimedia, Motivation, and Volition

Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and
motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 3-21.

Deimann, M., & Keller, J. M. (2005). Volitional aspects of multimedia learning.
Journal of Educational Multimedia and Hypermedia, 15(2), 137-158.

Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual
Review of Psychology, 53, 109-132.

Gollwitzer, P. M. (1999). Implementation Intentions: Strong Effects of Simple Plans.
American Psychologist, 54(7), 493-503.

Gollwitzer, P. M., & Brandstätter, V. (1997). Implementation Intentions and Effective
Goal Pursuit. Journal of Personality and Social Psychology, 73(1), 186-199.

Gollwitzer, P. M., & Schaal, B. (2001). How Goals and Plans Affect Action. In J. M.
Collis & S. Messick (Eds.), Intelligence and Personality: Bridging the Gap in Theory
and Measurement (pp. 139-161). Mahwah, N.J.: Erlbaum.

Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text
and illustrations: On the distinction between emotional interest and cognitive
interest. Journal of Educational Psychology, 89(1), 92-102.

Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory
of cognitive interest in science learning. Journal of Educational Psychology, 90(3),
414-434.

Heckhausen, H., & Kuhl, J. (1985). From Wishes to action: The dead ends and short
cuts on the long way to action. In M. Frese & J. Sabini (Eds.), Goal directed behavior:
The concept of action in psychology (pp. 134-159). Hillsdale, N.J.: Erlbaum.

Keller, J. M. (2004). A predictive model of motivation, volition, and multimedia
learning. In Proceedings of the International Symposium & Conference, Educational
Media in Schools (pp. 9-19): Osaka, Japan: Kansai University.

Kuhl, J. (1985). Volitional mediators of cognitive-behavior-consistency; selfregulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann
(Eds.), Action control: From cognition to behavior (pp. 101-128). Berlin:Springer.

Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch
& J. Kuhl (Eds.), Motivation, Intention and Volition (pp. 279-291). Berlin: Springer.

Kuhl, J. (2000). The volitional basis of Personality Systems Interaction Theory:
applications in learning and treatment contexts. International Journal of Educational
Research, 33, 665-703.

Lowenstein, G. (1994). The psychology of curiosity: A review and interpretation.
Psychological Bulletin, 116(75-98).

Mayer, R. E. (2002). Cognitive theory and the design of multimedia instruction: An
example of the two-way street between cognition and instruction. New Directions for
Teaching and Learning, 89, 55-71.

Means, T. B., Jonassen, D. H., & Dwyer, R. M. (1997). Enhancing relevance:
Embedded ARCS strategies vs. purpose. Educational Technology Research and
Development, 45(1), 5 - 18.

Visser, J., & Keller, J. M. (1990). The clinical use of motivational messages: an
inquiry into the validity of the ARCS model of motivational design. Instructional
Science, 19, 467-500.
© 2006 John M. Keller, All rights reserved.
Contacts l John Keller jkeller@arcsmodel.com l ChanMin Kim webmaster@arcsmodel.com