Motivational Design for Learning and Performance The ARCS Model Appr
It is impossible to control another person’s motivation. But much of the instructor’s job involves stimulating learner motivation, and learning environments should ideally be designed toward this goal. Motivational Design for Learning and Performance intr
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John M. Keller
Motivational Design for Learning and Performance The ARCS Model Approach
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John M. Keller Instructional Systems Program Florida State University 3204G Stone Building Tallahassee, FL 32306-4453 USA [email protected]
ISBN 978-1-4419-1249-7 e-ISBN 978-1-4419-1250-3 DOI 10.1007/978-1-4419-1250-3 Springer New York Dordrecht Heidelberg London Library of Congress Control Number: 2009938709 # Springer ScienceþBusiness Media, LLC 2010 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer ScienceþBusiness Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
This book is dedicated to Cecilia
Preface What are the critical components of learner motivation? What is the responsibility of a designer, instructor, counselor, coach, or parent for learner motivation? How can you determine what motivational tactics to use and when to use them?
It is customary to begin a book or major article about motivation by pointing out that it is a powerful influence on performance and that it is a complex aspect of human behavior. This book is no exception in that regard. Both of these generalizations are quite true, but it is also the case that having knowledge about motivational concepts and theories is seldom sufficient for a person who is trying to design learning environments that will stimulate and sustain their students’ motivation. This book has been written for people who are involved in designing or delivering instruction. This includes instructional designers, performance technologists, trainers, teachers, curriculum developers, and anyone else who is responsible for stimulating and sustaining peoples’ motivation to learn. The principles and methods in this book can be used by any of these people in school settings as well as private, public, and military sector training design and delivery. Furthermore, the approaches described in this book have been used in many international settings. One final point is that there are no prerequisites for students or professionals who use this book. It assumes no background in psychological or pedagogical theory.
Purpose The aim of this book is to provide an introduction to the concept of motivational design and to then support it with knowledge of motivational concepts and theories, a systematic motivational design process, and tools to support motivational design activities. M
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