Technology-assisted learning systems are being developed at ever increasing rates, and the labels applied to such systems are growing with them. For example, not only do we have e-learning, but we also have hybrid learning, online learning, and mobile learning (m-learning), to mention only a few. Considering that technology is being incorporated…

Reviews research and theories in the area of motivation, and develops a model for a systematic approach to designing motivating instruction. (Author/JEG)

This paper reviews four categories of models of motivational design, which is an aspect of instructional design that refers specifically to strategies, principles, and processes for making instruction appealing. Grounded in psychological theories of human behavior, the models in the first three categories discussed are based on person-centered…

Motivational design, a major component of the ARCS (Attention, Relevance, Confidence, Satisfaction) model that describes how to understand the motivation to learn, is described in this second article of a two-part series. Topics addressed include audience analysis; motivational objectives, measures, and motivational strategy design; and…

This paper presents the ARCS model, which is a research-based systematic design model that interfaces with typical instructional design and development models to improve the motivational appeal of instructional materials, of instructor behavior, and of the way in which lessons (or modules) and courses are designed. The description of the model,…

A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the ARCS model, a variety of studies are summarized. The ARCS model is based…

Describes development of the ARCS (Attention, Relevance, Confidence, Satisfaction) model, a method for improving the motivational appeal of instructional materials. Strategies to identify and solve problems with learning motivation are explained, and two case studies are presented that tested the usefulness of the ARCS model in inservice teacher…

This study examined the effects of a prototype of motivationally-adaptive CAI (Computer Assisted Instruction), developed in accordance with the ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational design, on achievement, perceived motivation (both overall motivation and for each of the ARCS components), efficiency, and…