ARCS Model: Good for Game Design

There are several ways to look at games and motivation. One way is to examine games through the four factor model developed by John Keller, this model is well known in the field of instructional design and is used as a framework in creating e-learning and courseware.

The model is called ARCS with the letters represent Attention, Relevance, Confidence and Satisfaction.  The model focuses on designing instruction but many of the elements contained within the model have application for the gamification of learning and instruction and it is easy to see how the elements can be applied to various aspects of game-based learning.

Attention. The first element in the model is to gain the attention of the leaner so they are interested in the content. This can be done in several ways. Perceptual arousal has to do with gaining attention through the means of specific, relatable examples, the use of incongruity and/or conflict or even the element of surprise. Inquiry arousal is the use of stimulating curiosity by presenting a question or problem the learner is interested in solving or providing a role play or hands on experience for the learner. The concept of variability also can be used to maintain learner attention through instruction by varying the delivery method periodically.

Relevance. The relevance of the material to be learned should be established using one of three methods. The first is goal orientation. This is orienting the learner to the importance of the goal by describing how the goal will help the leaner now and in the future and by illustrating the importance of reaching the goal. The second method is to match the motive of the instruction with the motives of the learners which might be achievement, risk taking, power, or affiliation. The third method is familiarity and this has to do showing how this learning the new knowledge is related to the existing knowledge of the learners and modeling the results of learning the new knowledge.

Confidence. This is the learner’s expectation level that they can achieve success with the information presented. If the learner feels they can learn the material and are confident that they can do so, they tend to be more motivated to proceed. One way to help the learner be confident is to clearly state the learning requirements and expectations in the beginning. If the learners are able to accurately estimate the amount of time and effort they need to put into learning, they are more likely to put forth that effort. If they have no idea what it might take to be successful in terms of time and effort, they tend to be more reluctant. Next learners like to be successful and success builds on success. Create small opportunities for success so the learner can work his or her way through the instruction by successfully completing small milestones while working toward the terminal objective of the instruction. Within the instruction, create a number of different and challenging experiences that build upon one another. Learners feel confident when they believe they are controlling their own success. Provide feedback and personnel reinforcement to help them feel in control of content mastery.

Satisfaction. Learners need to feel that the learning has value and is worth the continued effort. Provide learners the opportunity to successfully apply their new knowledge and skills in a real or simulated setting so they can “see” what they have learned being applied. Provide positive encouragement and reinforcement of the new learning as a strategy to motivate throughout the learning process. Also, maintain a sense of equity with the learners meaning that consistent standards and measures of success are maintained.