EDID 6503 Assignment 2 Wikipedia Submission of a Theorist

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REFLECTION
RATIONALE AND PROCESS
Based on my study of the chapter on Understanding Instruction in the course text co-authored by
John Keller, I opted to delve further into his key work -the ARCS Model as well as to develop a
closer understanding of his journey as an academic and practitioner. My first steps involved
doing a Wikipedia search to ensure that there were no current Wikipedia postings which covered
the work of Dr. Keller and following these with additional database searches for preliminary
sources.
POSITIVE EXPERIENCES
The process of tracing the personal and academic life of a noted scholar in the field of
Instructional Design proved to be exciting initially. It was particularly interesting since Dr. Keller
started his career as a Secondary School Teacher for six years in California before leaving to
pursue his Doctoral work and I am currently approaching the six year mark as a Secondary
School Teacher in Trinidad and also hoping to move on to pursue PhD study in the near future.
Mapping his life's work proved to be motivating and inspiring.
CHALLENGES
Finding reliable sources to support the biographical information of Dr. Keller proved to be
challenging. Many of the writings on his personal life were based on unpublished sources that
were uploaded online. These challenges may manifest further in the Wikipedia page since
various queries had been placed on the uploaded article stating the need for more reliable
sources. I will continue to address these post submission of this Assignment.
The Wikipedia link to the content is as follows : https://en.wikipedia.org/wiki/John_M_Keller

WIKIPEDIA CONTENT

INTRODUCTION
John M. Keller is a highly regarded scholar in the field of
educational technology and instructional design. Having
operated in the realms of psychology, education, and technology,
Dr. Keller's work has focused on the motivational aspects of
instruction, which is a significant area of concern for
practitioners in the field of instructional design that desire to
provide satisfying educational experiences for all learners. (Simsek, 2014) Professor Keller is
celebrated for his ARCS Model (An acronym which represents Attention, Relevance,
Confidence, and Satisfaction) and is well-known by instructional designers all around the world.
Scholars in a large number of countries have investigated the applicability and effectiveness of
this model, and they generally concluded that motivation should be an integral part any of
effective learning system.

PERSONAL LIFE
John M. Keller was born on March 5, 1938, to Elmer J. (father) and Marjorie Keller (mother) in
Ardmore, a small city located in Oklahoma, United States. After leaving high school, Keller
completed one semester of college in 1956 before joining the U.S. Marine Corps in 1957. He
served for four (4) years and terminated his service at the rank of Corporal in 1961. During his
time of military service, Keller was assigned to an aviation wing where his responsibilities
included delivering instruction for flight simulator procedures. (Simsek, 2014)

EDUCATION AND ACADEMIC CAREER

According to Von Drak (2007) Keller left the Marine Corp in 1960 to attend San Bernardino
Community College with plans for a business career. After exposure to a liberal arts curriculum,
with an emphasis on philosophy, he changed direction to pursue studies in secondary education
at the University of California, Riverside. Upon his graduation in 1965 with a major in
Philosophy and a minor in English, he proceeded to teach at both Sunnymead High School and
Granite Hills High School in San Diego, California in the following six years. During that time,
he studied psychology at San Diego State University and then began doctoral studies at Indiana
University in the Instructional Systems Technology program in 1971. After graduating in 1974,
Dr. Keller obtained a faculty position at Syracuse University. He worked there until December of
1984 when he moved to Tallahassee, Florida, to join the Instructional Systems Program at
Florida State University. In 2010, Professor Keller retired from Florida State University.
(Simsek, 2014)
RESEARCH
ARCS Model of Motivational Design
Dr. Keller's key work outlines the ARCS model of motivational design. The model's key tenets
are that it: incorporates needs assessments based on analyzing the target audience and current
instructional materials, supports the creation of motivational objectives and measures based on
study of the motivational characteristics of the learners, provides guidance for creating and
selecting motivational tactics, and follows a process that integrates well with instructional design
and development. The analysis of motivational needs and corresponding selection of tactics are
based on four dimensions of motivation. These dimensions were derived from a synthesis of

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research on human motivation and are known as attention (A), relevance (R), confidence (C),
and satisfaction (S), or ARCS (Keller, 1999).

The ARCS Model in detail

As an educator, Keller believes that student motivation must be present for students to be fully
engaged in their own learning (Keller, 2000). Hence, he developed the ARCS model that
provides a systematicapproach to designing motivational tactics into instruction (Keller,
1999). At the core of the model is the belief that for a student to be a motivated learner four
conditions must be met: (1) Attention, (2) Relevance, (3) Confidence, and (4) Satisfaction
(Keller, 2000)
Attention
The first condition that must be met is gaining the attention of the learner. The theorist discusses
a variety of attention-getting pedagogies such as a loud whistle, an upside-down word in a
visual, and variation (Keller, 2000). Keller (2000) further explains the importance of variety
to avoid the students losing interest in the teaching strategy(Keller, 2000).
Relevance
The second condition is to create relevance for the learner. Keller (2000) states, relevance
results from connecting the content of instruction to important goals of the learners, their past
interests, and their learning styles." Developing an interest for the content via creating a
need/want for the knowledge can help students learn more effectively (Keller, 2000). Thus, the
need for creating relevance is increasingly important.

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Confidence
The next condition is the development of student confidence. Keller (2000) explains that
establishing positive expectancies for success will help students understand the learning
expectations, and thus, feel more confident. Instructors should provide clear objectives and
create student successes along the learning path to assist in the students development of
confidence for the material being taught (Keller, 2000).
Satisfaction
The fourth condition is learner satisfaction. This condition must be met to maintain learner
motivation (Keller, 2000). Keller (2000) defines satisfaction as, positive feelings about ones
accomplishments and learning experiences (Keller, 2000).

Students need to receive

recognition and believe they have been treated fairly to have a feeling of satisfaction for the
material and/or course (Keller, 2000). Teachers must also create circumstances in which the
student should apply knowledge learned through positive experiences (Keller, 2000).
To assist in the development of courses, the ARCS model includes a ten-step process for the
design of motivational systems in various settings as shown in Figure 1 (Keller, 2000). To
further aid in the design of instruction, the Modified subcategories of the ARCS model shown
in Table 1 have been included in this book.

Theory Measurement/Instrumentation:
No instrument for testing this theory was found. However, the authors website stated, The
model has been used and validated by teachers and trainers in elementary and secondary schools,
colleges, and universities, and in adult learning settings in corporations, government agencies,
nonprofit organizations, and military organization (Keller, 2006).

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Publications:
Kellers work includes:
Books
Keller, J.M., in collaboration with Young, A., & Riley, M. (1996). Evaluating diversity training:
17 ready-to-use tools. San Diego: Pfeiffer & Company. (106 pages)
Keller, J. M., & Song, Sang Ho (1999). The design of appealing courseware. Seoul: Educational
Science Publisher. (Available only in Korean language.)
Gagne, R.M., Wager, W.W., Golas, K.C., & Keller, J.M. (2005). Principles of Instructional
Design, 5th Ed. Belmont, CA: Wadsworth/Thomson Learning
Monographs
Keller, J.M., Kelly, E., & Dodge, B. (1978). A practitioners guide to concepts and measures of
motivation. Syracuse, New York: ERIC Clearinghouse on Information Resources. (104 pages)
Keller, J.M. (1983). Development and use of the ARCS model of motivational design. Enschede,
The Netherlands: Toegepaste Onderwijskunde, Technische Hogeschool Twente. (24 pages)
Book Chapters
Keller, J.M. (1983). Motivational design of instruction. In C. M. Reigeluth (ed.) Instructional
Theories and Models: An Overview of Their Current Status. New York: Lawrence Erlbaum
Associates, Publishers, pp. 383 - 434.
Keller, J.M., & Kopp, T.W. (1987). Application of the ARCS model to motivational design. In C.
M. Reigeluth (Ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories. New
York: Lawrence Erlbaum, Publishers, 289 - 320.

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Keller, J.M., & Suzuki, K. (1988). Application of the ARCS model to courseware design. In D.
H. Jonassen (Ed.), Instructional Designs for Microcomputer Courseware. New York: Lawrence
Erlbaum, Publisher, pp. 401 -434.
Keller, J. M.. (2006). Motivation and performance. In R. A. Reiser & J. V. Dempsey (Eds.).
Trends and Issues in Instructional Design and Technology, 2nd Edition. Upper Saddle River, NJ:
Merrill/Prentice Hall.
Refereed Articles
Keller, J.M., & Pugh, R. (1976). Sex similarities and differences in locus of control in relation to
academic adjustment measures. Measurement and Evaluation in Guidance, 9(3), 110-118.
Keller, J.M. (1984). The use of the ARCS model of motivation in teacher training. In Shaw, K.,
& Trott, A.J. (Eds.). Aspects of Educational Technology, Volume XVII. London: Kogan Page, pp.
140 - 145.
Keller, J.M. (1992) Enhancing the motivation to learn: Origins and applications of the ARCS
model. Reports from the Institute of Education (Sendai, Japan: Institute of Education, Tohoku
Gakuin University), 11, 45-67.
Keller, J. M. (1999). Motivation in cyber learning environments. International Journal of
Educational Technology, 1(1), 7 - 30.
Keller, J.M. (2007 - May). Integrating motivational design into technology-assisted learning
systems: Examples and empirical support. Proceedings of the International Conference on
Interactive Computer Aided Blended Learning, Florianopolis, Brazil, 8B.1 8B.12
Kim, C. M., and Keller, J. M. (2008). Effects of motivational and volitional email messages
(MVEM) with personal messages on undergraduate students motivation, study habits and
achievement. British Journal of Educational Technology., 39(1), 36-51.

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Technical Books and Manuals
Keller, J.M., Setzler, H.H., & Smillie, R. (1978). TEC (Training Extension Course) Managers
Guidebook. Army Research Institute, Fort Benning, Georgia, October.
Keller, J.M., & Dodge, B. (1982). The ARCS Model of motivational strategies for course
designers and developers. Fort Monroe, Virginia: Training Develop-ments Institute, U.S. Army.
(149 pages)
Keller, J.M., & Foxon, M. (1992). Instructional Design Guide. Submitted to Citibank N.A.
Technical Reports
Keller, J.M. (1976). Design and validation of a task analysis and performance evaluation tests for
the Engineer Equipment Repairman occupational specialty. Final report to the U.S. Army
Engineer School, Fort Belvoir, Virginia.
Doughty, P., & Keller, J.M. (1979). Effectiveness of the two year training and development in
instructional systems technology project for the Government of Indonesia. Final report to the
U.S. Agency for International Development and the Government of Indonesia.
Keller, J.M., & Riley, M. (1993). Organizational results of training: Recommendations for level 4
evaluation in the FAA. Produced for the Federal Aviation Administration.
Keller, J.M. (1993). Evaluating on-the-job transfer of training: A guide to level 3 evaluation.
Produced for the Florida Power and Light Corporation for the Southeastern States Nuclear
Training Association.
Keller, J.M. and Andrea Young (1996). How to do Training Evaluation: A Practical Handbook.
Produced for Citibank, New York, NY. This is an expanded and improved version of the one
produced in 1995 for the FAA.

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Keller, J. M. (2000). Quality Review Guidelines for: Needs Assessment, Design, and
Development. Produced for the Federal Aviation Administration, Washington, D.C.

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References
Keller, J. (1999). Using the ARCS Motivational Process in Computer-Based Instruction and
Distance Education. New Directions for Teaching and Learning V. 78, 39.
Keller, J. (2000). How to integrate learner motivation planning into lesson planning:The ARCS
model approach. VII Semanario (pp. 1-17). Santiago, Cuba: Conference Proceedings.
Keller, J. (2006). What is the ARCS Model? Retrieved from ARCS Model:
http://www.arcsmodel.com/
Keller, J. (2010). Motivational Design for Learning and Performance:The ARCS Model
Approach. NY: Springer US.
Simsek, A. (2014). An Interview with John M. Keller on Motivational Design of Instruction.
Contemporary Educational Technology, 90-95.
Von Drak, C. M. (2007, November 12). John M. Keller: A Profile of an Influential Leader .
Retrieved from
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