ARCS

=**ARCS Model**= **Monitor:** Robin

This is theory explaining why people are motivated to learn - Presumably if they are motivated to learn they will learn more effectively. There are 4 key areas that increase motivation to learn: > (promoted through, active participation, variety, humor, incongruity of conflict, rich example, posing questions) > (promoted by establishing present or future worth, choice, links to previous experience) > (promoted helping students believe that they will be able to accomplish a task, providing clear objectives, feedback, learner control) > (promoted by providing opportunity to use knowledge, reinforcement (intrinsic or extrinsic)
 * Description**
 * 1) ** Attention **
 * 1) ** Relevance **
 * 1) ** Confidence **
 * 1) ** Satisfaction **

//Example 1// - Designing a Web-Page on a Topic Chosen by the Student (To be posted on the Web) This kind of task would increase motivation in the 4 key areas described in ARCS.
 * Concrete Example(s)**
 * Attention through active participation and variety of web page design tools
 * Relevance through allowing student to choose topic of web page
 * Confidence by providing students the skills/resources to create a web page
 * Satisfaction of completing a well designed personally meaningful web page and posting it on the web

//Example 1// - Food Chain Gizmo ** (Robin) This Gizmo promotes motivation in three of the 4 ARCS components.**
 * WBLT Examples
 * Video Explanation

> (could be improved by providing an introductory video / reference to humans) **
 * **Attention - through active participation, real world example, posing interesting questions) **
 * **Relevance - link to student experience with animals and whether we survive or not
 * **Confidence - ease to use control with simple instructions - graph and visual feedback to help see interaction **
 * ** //Satisfaction// - maybe through visual feedback - no obvious external rewards **

//Example 2// -[|Light Reflection]** (Naseem) **


 * **Attention**: it has curiosity and attraction that motivate the learner.
 * **Relevance**: it is linked to the way we view things through light reflection
 * **Confidence:** it uses simple tools to accomplish the goal and understand the concept(Naseem)

//Example 3// - [|Measuring trees]** (Audrey) **
 * **Attention - visual stimuli are the trees and the ruler **
 * **Relevance - student can make connections between trees, rainfall and circumference **of the trunk
 * **Confidence - ruler helps student experience success because learner can very easily measure the change in height **of the trees

//Example 4// - Photosynthesis Lab** (Mike) **
 * **Attention: graphic, sound and experimenting with the controls **
 * **Relevance: the conditions necessary for photosynthesis and how this relates to today's issues, for example deforestation **
 * **Confidence: easy to use; results can be seen numerically and graphically **
 * **Satisfaction:** finding the minimum conditions that will produce the most oxygen (Mike)

//Example 5-// States of Matter** (Elita) **
 * **Attention: initial screen is static presentation but is followed by the second screen which is animated **
 * **Relevance: provided by the **introduction** which briefly explains the purpose of the WBLT **
 * **Confidence: easy to use **

Example 6 - [|Flip Book Maker] ** (Colin) ** I'll get away from the Gizmos and put up another one that I found. A flip book maker.
 * **Attention**: There is an animation that starts the page, and illustrates what your final product will be.
 * **Relevance**: You can make anything you like. It's an open ended book makers, so the relevance will be personalized for each student
 * **Confidence**: Very easy to use, simple interface, intuitive.
 * **Satisfaction**: In the end, the student prints a hard copy of 'their' book. Satisfying I'd say.


 * References**
 * 1) ARCS Model l described at Learning-Theories.Com
 * 2) ARCS - Summary Sheet 1
 * 3) Keller, J. M. (1987). Development and use of the ARCS model of motivational design.//Journal of Instructional Development, 10(3)//, 2 – 10.