Improving the ability of designing and programming tutorial softwares by using ARCS Model 3nd MEETING September 2013 Kisujszallas, HUNGARY 1 _IMTUSARCS_ LDV Partnership Project

ARCS Motivation Model is a instructional model that was improved by John Keller to enhance the effectiveness of instructional environment and to make motivation determinative factor for instructional designs. Keller (1987) notes simply: “The ARCS Model is a method for improving the motivational appeal of instructional materials” 2 ARCS Motivation Model

3 John Keller

1. Attention 2. Relevance 3. Confidence 4. Satisfaction 4 ARCS Model

The initial step of ARCS Motivation Model is to draw attention and sustain it. Attention part has 3 sub-categories: 1) Perceptual Arousal 2) Curiosity For Knowledge 3) Variability 5 ARCS MODEL ATTENTION – STRATEGIES

1) Perceptual Arousal The purpose of this strategy is to draw attention with unexpected, surprising and irrelevant cases and sustain during lesson. Perceptual Arousal appears when students are interested in changes in the instructional environment and unexpected cases. 6 ARCS MODEL ATTENTION – STRATEGIES

1) Perceptual Arousal Following activities can be implemented to achieve this strategy (Keller, 1983): To begin the lesson in interesting way To prepare some surprises during the lesson To make students find the end of event that seems not to end. To take visitors into the classroom 7 ARCS MODEL ATTENTION – STRATEGIES

1) Perceptual Arousal Following activities can be implemented to achieve this strategy (Keller, 1983): To benefit from pictures To bring some objects to the classroom related to the subject To begin the lesson with an unusual question, idea or comment 8 ARCS MODEL ATTENTION – STRATEGIES

1) Perceptual Arousal 9 ARCS MODEL ATTENTION – STRATEGIES Visual Use visual and auditory effects, animation, sounds, opposite colors Unfamiliar Content or EventsUse unfamiliar, opposite or strange content logically Identifying Distracting MaterialsAvoid to use materials that cause distracting effects

1) 2) Curiosity For Knowledge Following activities can be implemented to achieve this strategy (Keller, 1983): The person who is aroused after 1st strategy tends to search knowledge needed to solve the case effectively and to front required behaviors to be useful to solve the case. 10 ARCS MODEL ATTENTION – STRATEGIES

1) 2) Curiosity For Knowledge Following activities can be implemented to achieve this strategy (Keller, 1983): To motivate students to ask about content To encourage students to create situation related to content To begin lesson with an interesting problem To cause students to create different ideas by questioning their thinking ability 11 ARCS MODEL ATTENTION – STRATEGIES

1) 2) Curiosity For Knowledge Following activities can be implemented to achieve this strategy (Keller, 1983): To make them to find correct answers by giving wrong examples To present subject as a problem To make them to have cognitive disequilibrium for searching To put humor into the content 12 ARCS MODEL ATTENTION – STRATEGIES

1) 2) Curiosity For Knowledge 13 ARCS MODEL ATTENTION – STRATEGIES To reply effectively Combine students’ interests with question-reply- feedback interactivity that requires effective thinking To create problemLet students to create their own problems and solve To feel mysteryPresent solving problem cases for researching context

1) 3) Variability The person can focus on the activity by the changes on text, screen view and color layout and provide to sustain attention. 14 ARCS MODEL ATTENTION – STRATEGIES

1) 3) Variability Following activities can be implemented to achieve this strategy (Keller, 1983): Try different methods to teach subject Use different presentation methods Reply students’ questions in different ways Choose different examples and exercises 15 ARCS MODEL ATTENTION – STRATEGIES

1) 3) Variability 16 ARCS MODEL ATTENTION – STRATEGIES Summary of chapter Use screen designs effectively to have short instructional parts and to read easier To blend instructions and answers Present knowledge on interactive screen by blending Format variability Use occasionally stable screen designs containing changes Functional Integration Use virtual and auditory objects functionally to support instruction and lesson

Improving the ability of designing and programming tutorial softwares by using ARCS Model 3nd MEETING September 2013 Kisujszallas, HUNGARY 17 _IMTUSARCS_ LDV Partnership Project