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Keller's ARCS Model

What is Keller's ARCS Model
its acronym (Attention, Relevance, Confidence and Satisfaction)?
Develop by John Keller (1983, 1987a, 1987b)
Its acronym (Attention, Relevance, Confidence and Satisfaction)

 What is the purpose of Keller's ARCS Model
to help educators/teachers in a systematic process for analyzing learner motivation and
designing motivational tactics that are keyed to specific areas of motivational problems
and integrated with teaching/learning strategies
(untuk membantu pendidik dalam proses sistematik untuk menganalisis motivasi
pelajar dan bentuk motivasi taktik yang dimasukkan ke kawasan-kawasan
tertentu masalah motivasi dan bersepadu dengan strategi pengajaran /
pembelajaran).
Motivational intervention using the ARCS model can enable instructors to effectively
and efficiently support for students’ motivation.
(Campur tangan Motivasi menggunakan model ARCS boleh membolehkan
pengajar untuk berkesan dan cekap menyokong untuk motivasi pelajar)

 Four steps:
a. Attention
Attention can be gained through percept ual arousal and
I n q u i r y a r o u s a l . Pe rc e p t u a l a r o u s a l u s e s s u r p r i s e ,
u n c e r t a i n t y o r a p r o v o c a t i v e q u o t e t o g a i n i n t e re st .
I n q u i r y a r o u s a l st i m u l a t e s c u r i o s i t y b y p o s i n g
c h a l l e n g i n g q u e st i o n s o r p r o b l e m s t o b e s o l v e d .
( Perhatian boleh diperolehi melalui rangsangan persepsi dan rangsangan
Siasatan. Persepsi rangsangan menggunakan kejutan, ketidakpastian atau
quote provokatif untuk mendapat faedah. Rangsangan Siasatan merangsang
rasa ingin tahu dengan menimbulkan soalan mencabar atau masalah yang
perlu diselesaikan)

b. Relevance
E m p h a s i z e r e l e v a n c e o f t h e n e w l e a r n i n g i n l e a r n e r s’
r e a l l i fe i n o r d e r t o i n c r e a s e m ot i v a t i o n by u s i n g
examples which t he lear ners are familiar wit h, and to
d e v e l o p p o s i t i ve a t t i t u d e s t ow a r d s l e a r n i n g
( Menekankan kerelevanan pembelajaran baru dalam kehidupan sebenar
pelajar dalam usaha untuk meningkatkan motivasi dengan menggunakan
contoh-contoh yang pelajar sudah biasa dengan, dan untuk membangunkan
sikap positif terhadap pembelajaran)
c. Confidence
Ensure t he lear ner s are aware of per for mance
requirem ents and evaluative cr iter ia; it enhances t heir
potential for success wit hin t he lear ning environment.
Provide feedba ck and suppor t for success.
(Memastikan pelajar sedar keperluan prestasi dan kriteria penilaian; ia
meningkatkan potensi mereka untuk kejayaan dalam persekitaran
pembelajaran)
d . Satisfaction
S a t i s f a c t i o n t h a t i s c l o s e l y r e l a t e d t o c o n fi d e n c e i s
b a s e d u p o n m ot i v a t i o n , w h i c h c a n b e i n t r i n s i c o r
extr insic. Provide oppor tunities to use newly acquired
k n ow l e d g e o r s k i l l i n a r e a l o r s i m u l a t e d s et t i n g .
( Kepuasan yang berkait rapat dengan keyakinan adalah berdasarkan
motivasi, yang boleh intrinsik atau ekstrinsik. Memberi peluang untuk
menggunakan pengetahuan atau kemahiran yang baru diambilalih dalam
suasana sebenar atau simulasi)
 Elearning design implications of ARCS model
Keller’s (1983) goal was to address the question of how to create instruction that would
stimulate motivation to learn.
The focus is not on how people can be motivated but on how the conditions can be
created (i.e. to design elearning courses) to have people (i.e. users of elearning courses)
motivate themselves.

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.
Table 1 ARCS Categories
Attention

Relevance

R1 Goal
A1 Perceptual
orientation
arousal
R2 Motive
A2 Inquiry arousal
matching
A3 Variability
R3 Familiarity

Confidence
C1 Learning
requirements
C2 Success
opportunities
C3 Personal control

Satisfaction
S1 Intrinsic
reinforcement
S2 Extrinsic rewards
S3 Equity

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:



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

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