Abstract
The ARCS Model of motivation was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation. The resulting model contains a four category synthesis of variables that encompasses most of the areas of research on human motivation, and a motivational design process that is compatible with typical instructional design models. Following its development, the ARCS Model was field tested in two inservice teacher education programs. Based on the results of these field tests, the ARCS Model appears to provide useful assistance to designers and teachers, and warrants more controlled studies of its critical attributes and areas of effectiveness.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioral change.Psycological Review, 84, 191–215.
Bandura, A., & Schunk, D.H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.Journal of Personality and Social Psychology, 41, 586–598.
Berlyne, D. E. (1965). Motivational problems raised by exploratory and epistemic behavior. In S. Koch (Ed.),Psychology: A study of a science (Vol. 5). New York: McGraw-Hill.
Brophy, J. (1983). Conceptualizing student motivation.Educational Psychologist, 18, 200–215.
Jones, R. A. (1977).Self-fulfilling prophecies: Social psychological and physiological effects of expectancies. New York: Halsted Press.
Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective.Journal of Instructional Development, 2(4), 26–34.
Keller, J. M. (1983). Motivational design of instruction. In C.M. Reigeluth (Ed.),Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum, Publisher.
Keller, J.M. (1984). The use of the ARCS model of motivation in teacher training. In K.E. Shaw (Ed.),Aspects of educational technology volume XVII: Staff development and career updating. London: Kogan Page.
Keller, J.M. (1987). Motivational design. InEncyclopaedia of Educational Media, Communications, and Technology, 2nd Edition. Westport, CT: Greenwood Press.
Keller, J. M., & Kopp, T. (1987). Application of the ARCS model of motivational design. In C. M. Reigeluth (Ed.),Instructional theories in action: Lessons illustrating selected theories and models. Hillsdale, NJ: Lawrence Erlbaum, Publisher.
Keller, J.M., & Suzuki, K. (1987). Use of the ARCS motivation model in courseware design. In D.H. Jonassen (Ed.),Instructional designs for microcomputer courseware. Lawrence Erlbaum, Publisher.
Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964).Taxonomy of educational objectives, the classification of educational goals, handbook II: Affective domain. New York: David McKay.
Lepper, M.R., & Greene, D. (1979).The hidden costs of reward. Morristown, N.J.: Lawrence Erlbaum Associates.
Lewin, K. (1938).The conceptual representation and measurement of psychological forces. Durham, NC: Duke University Press.
Mager, R.F. (1968).Developing attitude toward learning. Belmont, CA: Fearon Publishers.
McClelland, D.C. (1965). Toward a theory of motive acquisition.American Psychologist, 20, 321–333.
McCombs, B. L. (1984). Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training.Educational Psychologist, 4, 190–218.
Schmitt, M.C., & Newby, T.J. (1986) Metacognition: Relevance to instructional design.Journal of Instructional Development, 9(4), 29–33.
Skinner, B.F. (1961). Teaching machines,cientific American, 205, 90–102.
Steers, R.M., & Porter, L.W. (1987).Motivation and work behavior. (3rd ed.). New York: McGraw-Hill.
Tolman, E.C. (1932).Purposive behavior in animals and men. New York: Century.
Weiner, B. (Ed.) (1974).Achievement motivation attribution theory. Morristown, N.J.: General Learning Press.
Winer, B.J. (1971).Statistical principles in experimental design. (2nd ed.). New York: McGraw-Hill.
Wlodkowski, R.J. (1978).Motivation and teaching: A practical guide. Washington, D.C.: National Education Association.
Wlodkowski, R. J. (1985).Enhancing adult motivation to learn. San Francisco: Jossey-Bass Publishers.
Zuckerman, M. (1971). Dimensions of sensation seeking.Journal of Consulting and Clinical Psychology, 36, 45–52.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Keller, J.M. Development and use of the ARCS model of instructional design. Journal of Instructional Development 10, 2–10 (1987). https://doi.org/10.1007/BF02905780
Issue Date:
DOI: https://doi.org/10.1007/BF02905780