ARCS — “Motivation consists of the amount of effort a person is willing to exert in pursuit of a
goal” (Keller, 2006), and in the context of learning, “motivational tactics have to support
instructional goals” (Keller, 2006). For this purpose, instruction can be designed to
enhance four learner motivation categories.
Attention (A) — Arouse student curiosity and interest.
(1) Stimulate perceptions (surprise, uncertainty, novelty, juxtapositions).
(2) Engage inquiry (puzzles, questions, problems, dilemmas).
(3) Create variety (different kinds of examples, models, exercises, and presentation modalities).
Reflection:
How does an instructor’s enthusiasm change attention?
Relevance (R) — Relate to student’s experiences and needs.
(1) Orient students to useful goals (identify goals and explain their purpose, allow students
to select or define goals, give examples of goals, explicitly state or show value of goals).
(2) Match student motives (adapt to preferences for what students want to cover or how to
cover it, include benefits that match student interests and needs).
(3) Connect to something familiar (use concrete familiar language and communication
modalities, relate goals to something familiar such as prior knowledge or experiences).
Reflection:
How do teaching models, field trips, portfolios, and student choice change relevance?
Confidence (C) — Scaffold student’s success of meaningful tasks.
(1) Set learning requirements (set clear goals, standards, requirements, and evaluative
criteria).
(2) Create success opportunities (give challenging and meaningful opportunities for
successful achievement within available time, resources, and effort).
(3) Encourage personal control (show or explain how the students’ own effort determines
success — how personal responsibility connects directly to achievement).
Reflection:
How do clear organization and easy to use materials change expectations for success?
Satisfaction (S) — Build student’s sense of reward and achievement.
(1) Support intrinsic and natural consequences (learning applied in real world or simulated
context with consequences).
(2) Provide extrinsic and positive consequences (feedback after practice to confirm,
analyze, or correct performance).
(3) Apply equity in learning and assessment (consistent consequences for meeting standard
consistent evaluation criteria).
Reflection:
Why does social praise not work as well as informative feedback in creating satisfaction?
How do rubrics change satisfaction?
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| Arcs mode |
Today , Dr Chin also give us the sample of past exam papers as revision for our upcoming exam. It helps me a lot so I can make some revision on it. Thank you Dr. For my classmates, Ariff, Kak Ika, Eve, Yng Jye, Laila and Kak Nina, I wish all the best for you guys. And for myself, I hope that I can perform better so this exam. Wish me luck !
Thanks for reading. See you guys again :)
