Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning

Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning

Keller’s ARCS model of motivational design:

1. Obtain course information
2. Obtain audience information
3. Analyze audience
4. Analyze existing material
5. List objectives and assessments
6. List potential tactics
7. Select and design tactics
8. Integrate with instruction
9. Select and develop materials
10. Evaluate and revise

In this model, Keller taps into the importance of iteration in the design process.  Starting with the audience in mind, he encourages the development of materials and tactics, then encourages ongoing evaluation and revision.  In this way, the learners of the course can have a voice in their instruction.  Although these ten steps go a long way in this regard, there is more he can include.

In the article, Gabrielle discusses the ongoing student feedback cycle that helped shape design.  When the students felt their voices were being heard, their motivation increased.  Although not listed in the 10-step plan, incorporating student feedback is essential for motivation.  If you look at the model above, each of those four pillars of the acronym are important.  The course had to grab the attention of the learning, be relevant to their learning, increase their confidence with the material, and leave them with the overall satisfaction of learning.  As teachers and instructional designers, we need to take these items into consideration in order to teach and design most effectively.  

Sources:

Gabrielle, D. M. (2003). Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning.