Merging  Motivation with Instructional Design 

        I found the topic of integrating motivation within instructional design very interesting. Is it a topic that I had not come across much through my research, and as a true educator, I feel that motivation plays a vital role within the field of education. Motivation is perhaps a topic that many do not consider, but when the learner is motivated in their learning experience, it becomes meaningful to them and will produce successful outcomes compared to a learner who is unmotivated. When it comes to instructional design, motivating learners must be a forethought in their design process because they should create an engaging and motivating learning experience.  This topic currently is using a motivational design model by Dr. John Keller,  known as ARCS. This model stands for Attention, Relevance, Confidence, and Satisfaction. It’s described as a problem-solving model and helps designers identify and solve specific motivational problems related to the appeal of instruction. The model was developed after a comprehensive review and synthesis of motivation concepts and research studies. It has also been validated in studies across different education levels ( B Online Learning, 2019).

The ARCS Model identifies four essential strategy components for motivating instruction (‌Small,1999):

[A]ttention strategies for arousing and sustaining curiosity and interest;

[R]elevance strategies that link to learners' needs, interests, and motives;

[C]onfidence strategies that help students develop a positive expectation for successful

achievement; and

[S]atisfaction strategies that provide extrinsic and intrinsic reinforcement for effort

        The ARCS model should be a crucial part of the instructional design process because it is part of creating the overall learning experience. The ARCS model originated in 1979 and was grounded in the expectancy to be successful and if the activities are linked to the satisfaction of their needs  (Cheng & Yeh, 2009). Self-determination plays a role in whether learners choose to engage in activities of their own free will. Learners are more likely to engage in meaningful learning tasks if they concur with their level of determination. The thoughts of “I want to do something” rather than “I have to do something” reflect a higher sense of self-determination (Cheng & Yeh, 2009). All of these aspects are why merging motivation with instructional design is of great importance.

Food for thought...

Refrences

Cheng, Y. C., & Yeh, H. T. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 40(4), 597-605.  

Integrating Motivation with Instructional Design. (2019, June 7). B Online Learning. https://bonlinelearning.com/integrating-motivation-with-instructional-design/ 

‌Small, R. V. (1999). Motivation in instructional design. Educational media and technology yearbook, 89-92.