It is important at any level of teaching and/or training that whoever being taught is not only motivated to learn but they are motivated to retain what has been taught. In this paper the definition of motivational design concept will be discussed as well as John Keller’s A.R.C.S. (ARCS) Model of Motivational Design and Raymond J. Wlodkowski’s Motivational Framework for Culturally Responsive Teaching. The similarities between both theories in addition to the differences will also be discussed.
What is a motivational design concept? It is the process of orchestrating procedures and/or resources that causes a change in ones enthusiasm, drive and/or motivation. These motivational design concepts can be used in many different ways such as encouraging ones peoples’ skills, inspire employees to work more effectively in the workplace and/or arouse students to desire to learn and retain what is being taught ( Keller, 2006).
John Keller’s A.R.C.S. (ARCS) Model of Motivational Design is broken down into four different steps Attention, Relevance, Confidence and Satisfaction (ARCS). These are the steps of Keller’s believes will encourage and sustain motivation in the learning process. The first step is Attention it has two components perceptual arousal and inquiry arousal. The perceptual arousal uses the element of surprise, intrigue and uncertainty to stimulate interest. The inquiry arousal challenges ones intellect and stimulate ones inquisitiveness by asking questions and giving problems to solved. The use of videos presentation, discussion groups and lectures (Keller, 2006). The use of humor is very effective in gaining attention but, not too much because it can be distracting from the topic being taught. (Keller, 2006)...
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...or training problem.
References
Ginsberg, Margery B. & Wlodkowski, Raymond J. (2009). Diversity & Motivation: Culturally Responsive Teaching in College (2nd Ed.). San Francisco, California.
Keller, John M. (2006). What is the ARCS Model? Retrieved July 4, 2011 from
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Learning Theories Knowledgebase (2011). ARCS Model of Motivational Design (Keller)
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Wlodkowski, Raymond J. (2008). Enhancing Adult Motivation to Learn: A Comprehensive
Guide for Teaching All Adults (3rd Ed.). San Francisco, California.
Wang, S.‑K., & Han, S. (2001). Six c�s of motivation. In M. Orey (Ed.), Learning, teaching, & technology. Retrieved September 15, 2002, from University of Georgia, Dept. of Instructional Technology Web site: http://itstudio.coe.uga.edu/ebook/6csmotivation.htm
Ever since I began my teaching career, I have been fascinated with the topic of motivation and the role it plays in student learning. Daniel Pink’s book, Drive: The Surprising Truth About What Motivates Us, has been on my personal reading list for a couple of years now, and I was elated to find that it was one of the recommended books to read for this assignment. I have often wondered why some of my students, and even one of my own children, are more internally driven than others to complete a given task. Now that I am in the process of becoming a school administrator, my curiosity about what motivates adults has been heightened, as well. In the hopes of finding some insight, and perhaps the answers to some of my burning questions, I finally picked up Daniel Pink’s book and began reading.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
Although today’s culture is for students to sit, listen, and learn, Edmundson and Freire indicate that there are valuable rewards in provoking students to critically think and analyze the material provided, but say little about ways to keep students motivated. Further research indicates that motivation plays a significant part in keeping the interest and focus of students and teachers. Adjustments to educational culture are insignificant if strategies for increased motivation in the classrooms aren’t utilized.
Learning is more controlled by the student rather than the teacher so that the student is learning what they are ready to learn and motivation comes from internal satisfaction of mastering said tasks. Goals may include choosing activities based on own interests, communicate in some way satisfaction of task mastery, and showing interest and working in various areas of the classroom (Sciarra, Dorsey, Lynch, & Adams, 2013, p.
Ormrod, J. E. (2012). Motivation and affect. In Davis, K. & Smith, P. (Eds), Human learning (455-461). Upper Saddle River, NJ: Pearson.
Learning the real importance of understanding the different types of motivation is in our ability to determine which type of motivation is most inspiring and effective to purse the desired behaviour in ourselves or others.
Stipek, D.J. (1998). Motivation to learn: From theory to practice (3rd ed.) Boston: Allyn & Bacon
Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd Ed.). New York, NY: Houghton Mifflin Company.
I want to facilitate intrinsic motivation everyday in my classroom so I will make to sure offer consistent feedback as praise to encourage my students’ to work with a purpose. I make sure that I recognize each of my students’ progress and help them develop ...
Motivation to learn- The motivation is possibly for self-esteem, recognition or the possibility of a better quality of life.
Motivation is key in the workplace. It is developed from the collaboration of both conscious and unconscious principles such as the strength of desire or need, motivating force or reward estimation of the objective, and desires of the person and of his or her peers/co-workers. These elements are the reasons one has for carrying on a specific way. An illustration is an understudy that invests additional energy contemplating for a test since he or she needs a superior review in the class. The Inside and outside principles that animate want and vitality in individuals to be constantly intrigued and centered around their work, part or subject, or to try to achieve an objective.
Learning theories are diversified in scope but relate closely to contextualized teaching and learning. Another type of learning theory which gives highlight on contextualized teaching and learning is Motivation Theory. According to Biehler and Snowman (as cited in Brennen, 2016), to enhance the students’ interest, the school should find a way to motivate the students. To motivate the students, the teacher should give an interesting problem as the basis of instruction (Hannum, 2015).
Motivation is not characterized as a personal trait, but by the interaction of people with the situation, so the motivation varies from one person to another and in the same person can vary in different times and situations. Therefore, Motivating someone, in a general sense, is about creating an environment in which they can meet their objectives by contributing their energy and effort, hence the importance of managers dominating this issue to value and act, ensuring that the individual objectives coincide as much as possible with the intended ones. The purpose then, is not the elaboration of a deep theoretical treatise about the concept of motivation and its application in educational and non-educational organizations, but on the contrary, it tries to give a practical approach that in turn allows reflection on this subject whose importance and usefulness is unquestionable, at the school, personal and organizational levels. Now, it must be established that motivational psychology contributes significantly to the improvement of interpersonal relationships, since there is a strong link between this theory and emotion as a natural reaction of a human being.
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should