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What is ARCS Model

Chapter 12
Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education
Proposed by Keller (1987), ARCS model helps designers create effective instructional materials. ARCS stand for attention, relevance, confidence, and satisfaction. These factors contribute to motivation when designing a material.
Published in Chapter:
Affordances and Pedagogical Implications of Augmented Reality (AR)-Integrated Language Learning
Babak Khoshnevisan (University of South Florida, USA) and Sanghoon Park (University of South Florida, USA)
Copyright: © 2021 |Pages: 20
DOI: 10.4018/978-1-7998-5043-4.ch012
Abstract
Technologies have permeated the field of language education in recent decades. Language education has been informed by the technology-enhanced practices. Researchers have exhausted a variety of technologies and technological tools in the field of language education. Augmented reality (AR) is one of the emerging technologies that has been exploited in both education and language education. However, it is reported that educators' lack of knowledge and confidence in employing emerging technologies such as AR are limiting the use of these technologies in language education. To dive into the employed AR-related practices in language education, this chapter will (1) introduce the definition of AR, (2) discuss the underlying theories undergirding AR-integrated language learning, (3) present both the affordances and thorny issues accompanied with AR, and lastly, (4) share pedagogical implications of AR-integrated language learning to inform and usher the practices of language educators.
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Chapter 6
Independent E-Learning: Khan Academy, Motivation, and Gamification
Keller's model of motivation that represents attention, relevance, confidence, and satisfaction.
Published in Chapter: Independent E-Learning: Khan Academy, Motivation, and Gamification; From: Opening Up Education for Inclusivity Across Digital Economies and Societies
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Chapter 9
A Practitioner Guide on Backward Design Application for Online Aviation Training in Higher Education
Learning model that consists of four different categories of motivational concepts which include attention, relevance, confidence, and satisfaction ( Keller, 2008 ).
Published in Chapter: A Practitioner Guide on Backward Design Application for Online Aviation Training in Higher Education; From: Handbook of Research on Adult Learning in Higher Education
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Chapter 432
Motivational Matrix for Educational Games
A model describing motivation by means of the four factors of attention, relevance confidence, and satisfaction.
Published in Chapter: Motivational Matrix for Educational Games; From: Encyclopedia of Information Science and Technology, Second Edition
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Chapter 12
Creating a Framework for Future Learning: A Two-Pronged Social-Technological Approach
John Keller’s motivational model that stresses that in order to motivate learners activities need to gain a learner’s Attention, show a Relevance to the learner’s life or situation, be communicated in a way that learners feel Confident he or she can learn the information, and make learning Satisfying.
Published in Chapter: Creating a Framework for Future Learning: A Two-Pronged Social-Technological Approach; From: Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning
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Chapter 16
“But I Know How to Google”: Motivating Volunteers in an Information Literacy Module
Developed by John M. Keller (1983) , this motivational model is an overlay framework to be used in parallel to other design models. Designers should consider a learner’s Attention, the content Relevance in the context of the learner, the learner’s Confidence in being successful in the lesson, and the learner’s Satisfaction in achievement.
Published in Chapter: “But I Know How to Google”: Motivating Volunteers in an Information Literacy Module; From: Cases on Learning Design and Human Performance Technology
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Chapter 4
Determining the Trends of Motivation Research in Distance Education
It is a motivational model introduced by John Keller as an acronym for Attention-Relevance-Confidence-Satisfaction.
Published in Chapter: Determining the Trends of Motivation Research in Distance Education; From: Motivation, Volition, and Engagement in Online Distance Learning
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