Not all individuals are motivated by the same things. That is, a particular situation may motivate one individual because of prior learning, experience, or expectations, but not another. However, inv
“Not all individuals are motivated by the same things. That is, a particular situation may motivate one individual because of prior learning, experience, or expectations, but not another. However, investigators of motivation have described many principles or conditions that seem generalizable enough to warrant their consideration in the design of instructional materials. Keller (1987) has developed a model of motivational design he calls ARCS, an acronym for the following categories of motivational conditions: attention, relevance, confidence, and satisfaction.
The ARCS model is a synthesis of propositions and guidelines from many different motivation theories” (p. 117).
This written assignment will ask you to critically examine aspects of the ARCS model. The Gagne, Briggs, & Wager reading summarizes the major features of the model on p. 118, Table 6-1: Motivational categories of the ARCS model. Each of the domains of the ARCS model: attention, relevance, confidence, and satisfaction are influenced by several motivational categories. Select one of the motivational categories from each of the four major domains of the ARCS model and justify (or challenge) why it serves as a meaningful application of an instructional design choice.
For example, under the domain of attention, the first motivational characteristic (A.1) is perceptual arousal. This includes: What can I do to capture [student] interests? In your paper, find evidence that supports (or challenges) A.1. What evidence justifies the role of perceptual arousal as a beneficial application of attention for classroom instruction? your work should include some practical examples
You do not need to address all of the subcategories. Select only one from each of the four. As you present evidence, be certain to address at least one limitation of the evidence.
If you find it helpful, you may organize your paper as though it was centered on one lesson or unit plan. You may draw on whatever content area or secondary-grade level you choose. This may help to bring a cohesive narrative to your paper as your address each domain of the ARCS model. This approach is not mandatory and is only being offered as a suggestion for your paper’s format.
Submit a paper which is 4-5 pages in length, excluding the Title and References pages. Your paper must be double-spaced and apart from the reference given below cite at least 3 outside sources in APA format. Your paper must be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.
1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf
- Read pp 37-119. Part Two: Basic processes in learning and instruction, Chapters 3-6
- Chapter 3: One source of complexity in defining educational goals arises from the need to translate goals from the very general to the increasingly specific. Many layers of such goals would be needed to be sure that each topic in the curriculum actually moves the learner a step closer to the distant goal. Despite the involved nature of this problem, means are available for classifying course objectives into categories that then make it possible to examine the scope of types of human capabilities the course is intended to develop. This chapter groups objectives into five categories of capabilities which are described in a classroom setting.
- Chapter 4: This chapter examines the nature of the performance capabilities implied by each of the five categories of learned capabilities. Beginning with intellectual skills and cognitive strategies, the authors’ outline (1) examples of learned performances in terms of different school subjects, (2) the kinds of internal conditions of learning needed to reach the new capability, and (3) the external conditions affecting its learning.
- Chapter 5: Chapter 5 provides a description of three different kinds of learning: verbal information, attitudes, and motor skills. Although they have some features in common, their most notable characteristic is that they are in fact different in the kinds of outcome performances which are possible: (1) Verbal information: Verbally stating facts, generalizations, organized knowledge. (2) Attitude: Choosing a course of personal action. (3) Motor skill: Executing a performance of bodily movement.
- Chapter 6: Learner characteristics that affect the learning of new instructional material assumes several kinds of organization in human memory. The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills have direct effects on the learning of new instances of these same kinds of capabilities. Chapter 6 examines outlines learner abilities, skills, and schemas.