The Procedure
of ARCS (Attention, Relevance, Confidence And Satisfaction) Model
Hodges (2004: 5) a systematic design
process is part of the ARCS model. The process is used to develop a
motivational strategy for a specific instructional experience. The process has four
steps: define, design, develop, and evaluate. When applying this process for motivation
when developing an instructional experience, one should first define the problem
formally. First determine if the problem is one of motivation. If motivation is
an issue, analyze the learners, and prepare motivational objectives. Next,
design your motivational strategie. After selecting your motivational
strategies, you must develop the instructional materials that will make use of
them. Finally, evaluate the learning experience, the proposes that the evaluation
be based on motivational as well as learning outcomes. To judge motivational
consequences, it is best to use direct measures of persistence, intensity ofeffort,
emotion, and attitude.
Schneider (2014: 12) the significance of
motivation was early developed by some scientists. The implementation of
multimedia elements isn't enough to reach permanently motivational goals. So
the ARCS Model for the systematically boosting of motivational aspects. It
contains four main categories.
a) Attention
- Getting and Holding Learners's Interests and Attention
b) Relevance
- The learning has to show a kind of usefulness. The learner should reach
personal goals.
c) Confidence
- The user has to espect success and should have the possibility to controll
his learning process Self-regulation
d) Satisfaction
- There has to be attractive acts, rewards, feedback, and Self-Assement
According to the Bauer (2016: 4)
procedure of step of ARCS are Attention, Relevance, Confidence and Satisfaction
a) In
the ARCS model “Attention” points to the
need of arousing and holding students’ attention for the duration of a class by evoking
their curiosity e.g. by means of surprise.
b) “Relevance” is a challenge: to offer content the students identify
with as relevant for themselves. This
depends highly on the level of trust and familiarity between instructor and
students To aware of their
motivations and opinions, thus to be open and stress the openness through rhetoricstyle,
is most important.
c) “Confidence”
means that the instructor fosters positive expectations
e.g. to success in the learning task and reinforces students’ confidence to achieve.
d) “Satisfaction”
the instructor manages extrinsic
and intrinsic reinforcement
These
four categories provided
a basis for aggregating the
various concepts, theories, strategies, and
tactics that pertain
to the motivation
to learn (Keller 2016: 5)
a) The
attention category incorporates research on curiosity and arousal, interest,
boredom, and other related areas such as sensation seeking.
b) The second
category, relevance, refers
to learners’ perceptions
that the instructional requirements are
consistent with their
goals, compatible with
their learning styles,
and connected to their past experiences.
c) The third
category, confidence, refers
to the effects
of positive expectancies
for success, experiences of
success, and attributions of successes to one’s own abilities and efforts
rather than to luck or to task challenge levels that are too easy or
difficult.
d) The fourth
condition of motivation
is required is
called satisfaction. It
includes the appropriate mix
of intrinsically and
extrinsically rewarding outcomes
that sustain desirable learning behaviors and discourage
undesirable ones.
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