How to Design Engaging and Motivating Lessons with the ARCS Model
By Dr. Andrew Gump, Product Designer, McGraw Hill
Imagine a world where our classrooms are full of engagement and students are excited to begin each lesson. Classrooms where learning becomes an adventure and every student’s potential is unleashed. Students are actively participating, eager to go on, and motivated to succeed. The secret lies in designing your lessons with Keller’s ARCS model, (Keller, 1987, 2010), a powerful tool that can enhance your teaching approach. Let’s explore the importance of incorporating ARCS into your lesson plans and how it can revolutionize your classroom dynamics.
ARCS Instructional Design Model
ARCS is an instructional design model that focuses on incorporating motivation into your lessons. ARCS stands for Attention, Relevance, Confidence, and Satisfaction. By designing these four key areas into lesson plans, we shift the focus from the content to the delivery. We begin to focus on the learning experience and not just the learning result.
Capture Students’ Attention
Picture your classroom full of students with sparkling eyes of curiosity. This is the goal of the first step of the ARCS model, to capture their attention. In doing so, you lay the foundation for effective learning. Attention-grabbing techniques such as thought-provoking questions, multimedia presentations, or interactive activities set the stage for what is to come. By creating a captivating opening, you ignite a sense of curiosity that will keep your students hooked throughout the lesson.
Extrinsic vs Intrinsic Motivation
I know what you might be thinking, “isn’t that just a cheap form of motivation, that won’t last long?” And you are absolutely correct, we would be tapping into a student’s extrinsic motivation. Humor me for a second, because that can be a very good thing! In education, we are often taught to think of motivation in one of two camps, extrinsic or intrinsic. We are drilled to believe that intrinsic is the best and were we want to be — and it is, but it is not always where we start.
Ryan and Deci, (1985, 2000, 2002), are educational psychologists who introduced the idea that motivation is on a continuum . Instead of thinking of motivation in one of two camps, they put it on a line where apathy, or the lack of motivation, is on one side, and intrinsic motivation is on the other, with extrinsic motivation somewhere in the middle. When we think about motivation with this line in mind, it allows us to see motivation on a sliding scale. Maybe you’ve had a student who doesn’t want to be in class (apathy). What if you could capture that student’s attention by your lesson design (extrinsic) and through the design process move them into an intrinsically motivate space? Wouldn’t that be awesome?!
By moving our view of motivation into this continuum, it’s easier to see that our motivation can slide up and down on the scale. Perhaps more importantly, it is easier to see that there are some tasks that inherently may have both extrinsic and intrinsic motivators. You have these two. Think about your job for a second. You may love what you do, and preparing students has large intrinsic motivational rewards. While we all know educators are underpaid, you also don’t do it for free. It is a job where you get paid and that helps to pay the bills. Your career has both extrinsic and intrinsic motivations. Your lesson plans can too and through good design, we can utilize extrinsic motivation to tap into the deeper intrinsic area.
Making Content Relevant
Moving to the next step of the ARCS model, we really see this come into play. You’ve captured their attention. Now, let’s give them the relevance. How many times do you answer, “Why do I need to learn this?” or “What’s in it for me?” By linking the content to students’ lives, experiences, and even future desires, you make meaningful and relatable learning. Connect the subject matter to real-world applications, share personal anecdotes, or present case studies that demonstrate this information matters to them. Highlighting the practical implications of the lesson helps students understand its importance and cultivates their intrinsic motivation to learn. You are sliding on the motivational line!
Fostering Confidence
When designing instruction using ARCS, I like to think about the student’s adventure or learning journey. I am taking them from point A to point B, but as we go, I want to make sure I’m doing all I can to slide the motivational scale in the right direction. Our ability to foster confidence as they learn is the third step in the ARCS model. This step ensures students believe in their ability to succeed. We want them to know they can do this. This is often our strength as educators. We know how to provide clear instructions, offer scaffolding, and break complex tasks into manageable steps. I strongly encourage you to give your students quick wins. Let them see early that they can do this. Encourage them to ask questions and celebrate their achievements. Your constructive feedback, along with a supportive and inclusive environment, nurtures and empowers your students to thrive. You will see them take risks, overcome challenges, and develop a growth mindset.
Finding Satisfaction in Learning
As their confidence grows, you will see their satisfaction grow, too. The final element of the ARCS model is satisfaction, and like a delicious dessert, it leaves a lasting impression. By ending your lessons on a positive note that allows students to see that they can accomplish what they’ve set out to do, you ensure students leave the classroom feeling satisfied and fulfilled. Design opportunities for students to apply what they learned through hands-on activities, group discussions, or creative projects. Celebrate their accomplishments and acknowledge their efforts. In doing so, you reinforce their sense of achievement and encourage a lifelong love for learning.
ARCS Model in Career Technical Education
Here, in our CTE program Careers and Basics of Business, we can see the early stages of ARCS in action. Learners are presented with a thought-provoking question and a realistic scenario. The question is designed to not only capture their attention, but also provide the relevance to what they are about the learn. We are immediately giving them the “why” would it be important to learn this. The scenario allows the user to place themselves in the learning path and connect with the content. Maybe they would be nervous about starting a business too, and worried about failing just like our Ana. Now that we have the learners attention and provided some relevance, we begin to walk them along the learning path as Ana talks through her ideas and feelings in a unique way for a text — by sharing a conversation.
To review the full activity, jump to page 15 of the Careers and Basics of Business print sample. Learn more about our CTE programs here:
Andrew W. Gump, Ph.D. has worked in curriculum development for the past 19 years. Andrew is obsessed with learning outcomes and views learning as an adventure that can motivate and engage learners to heights they’ve only dreamed of. He has dedicated his life to learning, including earning his Doctor of Philosophy in Curriculum and Instruction with an emphasis on Instructional Technology from the University of South Florida. He lives and breathes making learning experiences that not only benefit learners, but encourages them to persist in their education across a variety of disciplines and grade bands. His dissertation, “Facilitating Motivation in a Virtual World Within a Second Language Acquisition Classroom” pushed the boundaries of learning with technology. He continues to push the boundaries we set in education as he works on McGraw Hill’s CTE team, focusing on alternative pathways and careers for students. He can be reached at Andrew.Gump@mheducation.com.
References
Keller, J.M. (2010). Motivational design for learning and performance: The ARCS model approach (1st ed.), Springer, New York
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
