Getting your students excited about the subject matter is critical to motivating your students to learn. Utilizing the Keller’s ARCS (Attention Relevance Confidence and Satisfaction) design is a good learning model to employ to motivate and captivate your students. This approach teaches kids how to think, how to ask questions while giving them room to feed their curiosity. Putting this inquiry and learning into action is where constructivism comes into play by facilitate great collaboration and pooling of resources to construct new knowledge online and in the classroom.
Type of Material:
Workshop and Training Material
Recommended Uses:
Best Use:
Self-paced professional development for educators or instructional designers
The module is structured to support reflective, individual exploration of teaching strategies.
Ideal for asynchronous use in online faculty training or certification courses.
Additional Recommended Uses:
In-class workshop (educator training or grad-level education course)
Can anchor discussions on integrating motivation theories with constructivist pedagogy.
Breakout sessions can focus on adapting ARCS strategies to real teaching scenarios.
Team-based instructional design assignment
Great for small group projects where each member takes one ARCS element and applies it to a course design.
Individual reflection activity
Participants can self-assess how they currently address ARCS elements in their own teaching.
Lecture supplement
Could be used as pre-reading or follow-up to lectures on constructivism, motivation, or learning theory.
Capstone project resource in education courses
Especially useful in teacher prep or instructional design programs focused on applying theory to practice.
Technical Requirements:
Browser based
Identify Major Learning Goals:
Utilizing the Keller’s ARCS (Attention Relevance Confidence and Satisfaction) design is a good learning model to employ to motivate and captivate your students. This approach teaches kids how to think, how to ask questions while giving them room to feed their curiosity with constructivist and constructionist methodologies that enhance learner motivation, creativity, and problem solving.
The target audience aligns well with the material’s focus.
Objectives are clear: apply ARCS within constructivist strategies for authentic, open‑ended learning.
Approaches align coherently with stated goals—ARCS provides motivational scaffolding, and constructivism situates learning in meaningful problem contexts.
Target Student Population:
Pre-K, Grade School, Middle School, High School Educators, instructional designers, teacher‑educators
Prerequisite Knowledge or Skills:
An interest in education theory and implementation is helpful.
Content Quality
Rating:
Strengths:
This content is high quality including the layout including colors, videos, and text.
Specifically:
Accuracy & Currency: ARCS model summary reflects Keller’s original 1979 research and recent usage in educational tech. Constructivism is accurately described, echoing Piaget/Vygotsky definitions .
Evidence Base: Discussion cites Simsek (2014), Yoders (2014), Little (2015), Levine (2016)—these are current practitioner sources. The material would be stronger with direct reference to more peer‑reviewed empirical studies, though ARCS application is well‑represented in educational literature.
Originality: The resource adds value by explicitly modeling how motivational tactics (ARCS) link with constructivist design—this integrated approach is not always made explicit elsewhere.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
The effectiveness of this material is extensive. One key benefit of this content is that it will increase the potential for student learning and help promote knowledge retention.
Specifically:
Activity & Interactivity: Promotes inquiry‑based tasks and self‑reflection—core constructivist strategies. ARCS emphasis boosts engagement by focusing on attention, relevance, confidence, satisfaction—vital motivational anchors.
Assessment Strategy: Includes student self‑reflection and teacher feedback loops. Could be improved by adding clear formative/summative rubrics to measure motivational impact and problem‑solving growth.
Learner Support: Teacher-as-facilitator model is well‑described; ensures learners are scaffolded without overly structuring tasks—aligns with constructivist ideals .
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The site is mostly accessibility and easy to use:
Navigation & Design: The website appears structured as a workshop/training module. It seems logically organized, though a detailed look at menu flow and visual layout is necessary for complete evaluation.
Accessibility & Stability: No obvious barriers to access (standard web format). Does not appear to require special plug‑ins.
Compatibility: Accessible across devices via web browser. No flash/UI concerns noted
Concerns:
Each of the three sections is color-coded. However, I would be concerned that users who are colorblind may have more of a challenge navigating these three dimensions.
Creative Commons:
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