ARCS Motivation Model and Gamification in eLearning
Requirements
Choose one of the theories or models from the class topics to write on. Your topic must be specific enough to be discussed in a short paper.
Adhere to APA submission format (6th edition), including title page, abstract, running header, headings, in-text citations, and references.
The article should cite at least 15 sources, including books, articles and journals. Other sources, such as websites and ERIC documents, should be used judiciously, since these documents have not been reviewed by others except where the papers have been submitted from a conference such as Association for Educational Communications and Technology (AECT).
Your paper will be peer reviewed in order to increase the quality of your writing. The peer review draft should be submitted in Microsoft Word format (.doc / .docx).
Below is the format for your paper, which should yield you success.
Introduction (approximately 1 page)
Tell the reader what your topic is, give us the background, and give us some indication of why this is important…why should we care? At the end of this section, include an advance organizer for the remainder of your paper.
Theory (approximately 2-3 pages)
Who has written about this topic before? How have they interpreted your topic? Synthesize this information into a meaningful way for the reader. Don’t just start each paragraph with, “Grant (1999)…Smith (2002)…Thompson (1985).” You should use synthesis here, not summary. You should be combining multiple references together to present. Do not summarize a single reference.
Cases (approximately 2 pages)
This section should include an introduction with advance organizer. At the beginning of this section, tell why these cases were chosen. This reason cannot be because you found them. Summarize each of your cases. You should have at least two cases. Where and how is your topic being used/done? What are their successes? What are the challenges these folks have faced and written about? It is okay to summarize here. Do not present answers or recommendations to the challenges yet.
Recommendations (approximately 2 pages)
Take the opportunity to address the challenges you mentioned within the cases. How would you suggest they overcome their challenges? Who else (in the literature) has also suggested this type of approach to overcoming the challenges?
Conclusions/Next Steps (approximately 1 page)
Remind us what you have written about, emphasizing the recommendations for improvement. Where can folks go for more information?
ARCS Motivation Model and Gamification in eLearning
Introduction
Gamification has evolved into an important concept to promote learning. It is becoming even more critical in the eLearning environment, where learners need to stay motivated to engage with the content. This is because gamification was developed to understand that it can help to motivate learners by providing a way to engage with the learning content more eloquently (Thurston, 2018). Gamification describes the application of game principles and game-like elements to achieve results in a non-game context, in this case, e-learning. However, the design, development, and implementation of gamification requires an understanding of various motivation models and how these can be incorporated into the process of adopting gamification for learners (Thurston, 2018). Existing research shows that digital natives engaging with digital content do not mean that they are equally motivated to embrace various higher learning institutions’ online courses (Wongwiwatthananukit & Popovich, 2000). Hence, the following review examines how instructors can adopt gamification for eLearning. The review concludes that the ARCS model is a motivational design model for a learning environment that can make gamification more stimulating to motivate learners in an eLearning (Keller, 2009).
Theory
In theory, motivation is the extent to which effort is directed toward a given goal. There are two types of motivation depending on its sources. Intrinsic motivation is the kind of motivation that arises within an individual and is determined by the individual (Keller, 2000). On the other hand, extrinsic motivation arises externally from sources that act as conditional variables or environmental factors (Chen, 2014). Researchers have developed various models to improve motivation for individuals seeking to get the most out of their efforts to pursue various goals in life. These models provide what is known as motivational design. Motivational design in the realm of education is where an instructor organizes resources to promote motivation for learning (Chen, 2014).
One motivational design is the ARCS model, which John Keller developed to explain the instructional design to motivate learners (Keller, 2009). Kelley is an American psychologist who was convinced that the existing models emphasized external stimuli at the expense of intrinsic motivation. Thus, in 1979, he developed the ARCS model, which would help instructional designers create an environment that engages learners and sustains this engagement (Keller, 2009). He based the expectancy-value theory model, which posits that expectancy is the anticipation by an organism that particular behavior would lead to a specific outcome under a particular set of conditions. This theory was conceptualized by Vroom and developed later by Tolman and Lewin. Keller’s ARCS model includes the following four components (Keller, 2009)
- Attention: According to Keller, instructors should attract the attention of learners by applying various tactics, including using elements of novelty or surprise, presenting a challenge for learners to solve, or posing a question (Keller, 2009). Attention is subdivided into their categories, including inquiring arousal, variability, and perceptual arousal. Inquiry arousal pertains to nurturing thinking capabilities by providing complex problems to solve. It involves getting learners to participate in critical thinking to pursue possible solutions for problems presented to them. To sustain the attention, variability is also applied, which involves incorporating a wide range of teaching models to sustain learning curiosity. Keller suggests that instructors present the learning material in different formats such as video, texts, discussions, and games (Keller & Suzuki, 2004). Perceptual arousal involves using surprise situations to invoke students’ curiosity and stupefaction. Such includes incongruity and conflict, which is the practice of stimulating curiosity through providing the opposite point of view and use of humor to lighten up the subject.
- Relevance: Establishing the relevance of the information or knowledge gained is essential in modeling desired behavior in a learner, according to Keller (Keller, 2000). This, he says, can be done by merely explaining how learners can apply the knowledge or the information and skills they already possess. Relevance is implied through motive matching and familiarity strategies (Tamara & Shishido, 2020). Motive matching involves assessing the learners’ goals and purpose for learning and providing alternatives to accommodate such motives effectively (Keller & Suzuki, 2004). Familiarity involves linking instructions with the learners’ experiences through examples related to their work.
- Confidence: This motivation component entails giving learner’s assurance that they can apply their knowledge to solve problems. One way to do this is by scaffolding learners to guide them from simple concepts to complex ones as they solve increasingly mentally demanding problems with their knowledge (Keller & Suzuki, 2004). Establishing clear goals, guiding learners, and providing timely feedback are ways to improve learners’ confidence and, thus, motivate them to continue learning. Success in a single learning situation can develop confidence in achieving more in subsequent endeavors.
- Satisfaction: Finally, the satisfaction component considers the sense of accomplishment that a learner gets when they apply new skills, solve a problem, or earns feedback and rewards that are meaningful to them (Keller & Suzuki, 2004). As such, tutors should provide feedback on performance to gauge their abilities and hence work on them.
Generally, the ARCS model is presumably a useful model to help distance organizations motivate e-learners to complete their courses.
Gamification is the other motivational design used in e-learning. In a nutshell, gamification describes incorporating gaming in learning to capture learners’ attention and invoke curiosity (Gachkova & Somova, 2019). Gamification theory has gained crucial significance in the modern world regarding e-learning. The theory was developed in the early 19th century and pinpointed to have been started by the American Cracker Jack popcorn brand (Ibanez, Di-Serio & Delgado-Kloos, 2014). Jack developed the theory by including a free prize in every bag of popcorns, which describes gamification in the modern sense. The use of prizes and fun played a significant role in attracting more customers and influencing their willingness to purchase the products (Rughiniş, 2013). While gamification was initially unleashed through marketing, it emerged in the education system in 1910. Such was through the use of ranks and badges to award the best-performing students in various activities. With the invention of computers in the late 19th century, the technique of gamification intensified.
On this note, Rughiniş (2013), defined gamification in e-learning as the practice of using game thinking and game mechanics to engage learners, motivate their curiosity, and solve problems. However, Strmecki, Bernik & Radosevic (2015), emphasize that special considerations should be made before incorporating gamification in e-learning. Firstly, the tutors should ascertain whether motivation is an actual problem in e-learning and if there is a need for behavior change. Incorporating gamification requires understanding its core concepts, which are progress tracking, goal-focused activities, and reward mechanisms (Strmecki et al., 2015). In this case, reward mechanisms and progress tracking posit as the most relevant e-learning in increasing engagement and motivation since learners aim to achieve directed goals (Strmecki et al., 2015). However, gamification systems should also allow learners the freedom to fail since such experiences is a powerful tool in building curiosity. Nonetheless, tutors should provide positive instructional feedback after a failed attempt to encourage them to work harder and try after a period.
Cases
The validation of the ARCS motivation model and gamification in e-learning is evidenced through various case studies. As discussed earlier in the ARCS motivation model, Keller highlighted the value of using video, texts, discussions, and games to draw learners’ attention. In this regard, sending messages in a conventional classroom was reported to increase learner motivation in a study of adult students in Mozambique (Wongwiwatthananukit & Popovich, 2000). Mozambique’s case was relevant due to the studying impact implied in the learners’ outcome by applying the ARCS model to ignite learning curiosity. ARCS-based motivational messages were sent to students, and such improved their motivation. Such was mostly used to develop motivational communications with international distance education students, which yielded positive outcomes. Messages were found to a positive impact on the confidence level of the students.
The messages were significantly used to remind students to deliver assignments on time and update them on any timetable and other relevant updates. In this regard, the model’s potential lies in creating a connected experience between the students and their tutors (Tamara, & Shishido, 2020). While the model was in its initial stages of application, the tutors tested the impact of personalized and mass messages. On this note, personalized messages presented a significant challenge due to the time required to develop, design, and prepare individual messages, whose impact was no different. The implementation of this model also faces significant challenges regarding social support needs and self-directed settings. E-learning entails less interaction of students with each other, and hence building motivation is challenging. Such could result from poorly designed materials with poorly-written text and bad examples and exercises leading to confusion due to navigational and organizational problems (Tamara, & Shishido, 2020). Getting lost in the ‘hyperspace’ is a common threat to ARCS implementation hence affecting student performance (Tamara, & Shishido, 2020). An inappropriately defined program in navigational support that presents quickly clickable icons that lead to other sites of interest could disrupt learning and reduce learning curiosity (Tamara, & Shishido, 2020). Besides, such interruptions could lack marked return paths, making them lose content, which consumes time to request another one from the tutors.
Well-crafted games are useful in helping the learners to remember learning content. Such is due to their engagement quotient, which transforms training courses into enjoyable online training experiences. A significant case scenario where gamification theory was applied in e-learning is in Indiana University, where standard course metrics and activities for a particular course were gamified into game-like versions (Ashaari, 2018). Students started at level one of the learning process, which corresponded to grade F (Wongwiwatthananukit & Popovich, 2000). however, students could earn experience points by participating in online class activities to attain higher levels hence higher credentials. This required students to complete exams, puzzles, quests, and crafting the faculty member responsible for this gamification would ensure that only the participants gained such grades. More students gained learning interests and were motivated to earn higher grades hence invested their time in such activities. As such, the faculty member anecdotally reported improvement in students’ attention and learning curiosity, as evidenced in improved class attendance.
Gamification has various potentials and challenges. The significant potential is the ability to implement both traditional learning methods electronically. Such allows teachers to award students with badges and points achieved during lessons through examination marks (Ashaari, 2018). A significant challenge identified with this theory is the threat of developing irrelevant gamification, such as baseless injection of points, badges, and elements in teaching and learning.
Further, the system requires close collaboration of the subject teachers and familiarity with students with guidance from the expertise. Gamification is also time-consuming and may yield undesirable results for learners who have limited time to participate in online activities (Ashaari, 2018). Therefore, although a useful tool to provoke learning curiosity, the performance outcome could be far less than desired.
Recommendations
The creation of irrelevant gamification was a significant threat to this theory. In addressing this challenge, developing a gamification system should encompass all the elements from top to down to enhance effectiveness. Careful consideration should be taken before implementing game mechanics and the primary consumers’ needs (students) (Ashaari, 2018). Students have various needs, including their learning motives, which vary from the need to gain power, knowledge, fame, and gratification. As such, the tutors need to analyze such needs before implementing gamification for learning various courses. Further, the gamification’s reward systems should accommodate the needs of students with limited learning time, who may perform poorly based on the system in online activities (Ashaari, 2018). In this case, the systems should provide different rewarding mechanisms for such students.
According to Bellon & Oates (2002), getting lost in the ‘hyperspace’ could be addressed through the application of tactics that generate the learners’ attention, stimulate inquiry, and maintain curiosity. It is important to develop instructions that relate to the goals of the students to help capture their attention and the desire to develop such potential (Chen, Teo & Zhou, 2016). In essence, students would invest time in learning tactics that match their interests and vital their experiences. Besides, tutors should students goal opportunities for success and instill personal responsibility to achieve such successes (Kamunya, Mirirti, Oboko & Maina, 2020). Nonetheless, students’ failed attempts should be responded to with positive remarks and motivation to succeed in the future. Such would make the students feel important and feel that their efforts are not taken for granted, but rather, the tutor is determined to help them unleash their potential (Landers, 2014).
Conclusions
In retrospect, e-learning has gained prominence in the modern world. However, with numerous exciting links that pop up when one is browsing, the importance of value creation and motivation is inevitable to ensure success in online learning. As such, different models have been developed to fulfill this purpose. Among these is the attention, relevance, confidence, and satisfaction (ARCS) developed by John Keller and gamification supported by various scholars as discussed in this paper. The paper discussed the relevance of these models in improving learners’ motivation and determination to achieve academic success. Such was with references to case studies where these theories were applied and the users’ potential benefits and challenges. Potential solutions to address the challenges were also discussed. ARCS involves attempting to provoke the learners’ interest by building on the components through relevant practices. Such could include posting challenging problems for students to solve through brainstorming and rewarding performance. Gamification involves creating experiences relating to videos and audiovisual content to attract students’ concentration. Generally, the two models are vital concepts in enhancing the effectiveness of e-learning.
References
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Bellon, T., & Oates, R. (2002). Best Practices in Cyberspace: Motivating the Online Learner. https://eric.ed.gov/?id=ED475923
Chen, S. J. (2014). Instructional design strategies for intensive online courses: An objectivist-constructivist blended approach. Journal of interactive online learning, 13(1). http://www.unhas.ac.id/hasbi/LKPP/Hasbi-KBK-SOFTSKILL-UNISTAFF-SCL/Mental%20Model/konstruktivisme2.pdf
Chen, P. H., Teo, T., & Zhou, M. (2016). Relationships between digital nativity, value orientation, and motivational interference among college students. Learning and Individual Differences, 50, 49-55. https://www.sciencedirect.com/science/article/pii/S1041608016301005
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