Keller, J. M. (1987). Development and use of the ARCS model of instructional design.

Journal
of instructional development, 10(3), 2-10

The ARCS model is a method designed to improve the motivational factors of instructional
materials. ARCS is an acronym for the four major conditions of the method: Attention,
Relevance, Confidence, and Satisfaction. ARCS has three unique features: four categories that
characterize human motivation, sets of strategies designed to enhance appeal to instruction, and
motivational design. The ARCS model is heavily based on the expectancy-value theory which
assumes that people are driven to learn when the content ties to their own personal needs and if
the learner expects to succeed. Also discussed in this article are two field studies performed on
ARCS, the first consisted of 18 middle level teachers in New York and the second consisted of
16 teachers from elementary to high school. The first group received training over a period of
months while the second group received training in a six day workshop, two days per month for
three months. The conclusions from both tests revealed that ARCS does indeed work and is
beneficial to building motivation, but is dependent heavily on the prior knowledge of the teacher
and the problem which they choose to solve.
This article was very interesting. I would like to have been able to read more about the actual
testing and how it was done, what was included, etc. Student motivation is something that has
always intrigued me. A main reason for this is that I teach younger elementary aged students
who seem to naturally be motivated to learn. However, I have seen in my own students that that
motivation does wane as they get older. I have often wondered is it due to the growth and
maturity they are experiencing or it is due to the fact that the subjects, or even the teachers, no
longer motivate them. They are intrinsically motivated to learn, but this motivation is more
evident when they are learning about things in which they have a high interest. As I read this
article I found myself wondering what would happen in my own childrens teachers employed
the ARCS method.
ARCS is intriguing and something I would love to read more about. I would like to read more
about testing that has been done around ARCS and the results of the testing. However, this
article did raise questions that I want to know more about.

Fredrickson, B.L. (2001). The Role of Emotion in Positive Psychology: The broaden-and-build
theory of positive emotions. American Psychologist, 56, 218-226.

Positive emotions, and the results of positive emotions, have not been topics of study throughout
much of history. This is due to several factors including, but not limited to the following: most
psychological issues are related to negative emotions and the generality of modern emotion
models. These are only two reasons why empirical evidence surrounding positive emotions is
little to none. The article discusses the Broaden-and-Build theory of Positive Emotions. This
theory assumes that positive emotions actually broaden thought-action repertoires and build their
resources. The theory also states that positive emotions increase both psychological and personal
well=being, helps negate the effects of negative experiences, increase attention, and help people
grow. People should help to grow these positive emotions not only because it is the right thing to
do, but also because these emotions help to send people on an upward spiral and keep them from
becoming stagnant in their circumstances.
I had never before considered that positive emotions has not been thoroughly researched and
studied. However, what was stated in the article expresses what I thought about positivity. It
seems common sense to me that the things outlined in the article are results of positive emotions
and positive thoughts. It is easy to get dragged down by negativity when it surrounds you.
Unfortunately, it seems that negativity is what is found more often than not. Seldom are positive
experiences the headlines in the news. Positivity is essential to learning, however. Learning
must be fun and engaging or no learning will take place.
This article was interesting and easy-to-read but I do now know how I can tie it to any research I
have done or may do. However, I do find it important to consider it while I plan for my
classroom. I want to ensure I am cultivating positivity and that my classroom is conducive to
these positive emotions.

Isen, A. M., Nowicki, G. P., & Daubman, K. A. (1987). Positive affect facilitates creative
problem solving. Journal of Personality & Social Psychology, 52(6), 1122-1131.

This article discusses the relationship between positive affect and problem-solving ability. In the
four experiments performed for this study, it was found that there is a strong correlation between
positive affect and problem-solving abilities. In each of the studies, the groups of participants
that were given positive affect in the form of refreshments, a 5-minute gag reel video, or given a
small gift, performed higher than the neutral groups. This correlation leads one to believe that
students are more prone to learning when given a positive affect, or good feelings, before the
actual learning takes place.

This article confirms what I have long believed, happy students and a happy environment, are
more conducive to learning. Because of this belief, I have, for the past couple of years, started
my students learning days off with a brain-break. These short breaks provide them with a time
to dance, act, sing, and laugh. The students look forward to these times and often speak and
write about them. We will also have a brain break time before any major testing, including MAP
and benchmarks. It has always been my hope that these fun experiences get them relaxed and
ready for learning.

This article was very interesting and backs up what I do in my classroom. I would like to read
more, however, about other types of research and experiments relating to this topic. I would like
to read more about any research that ties fun, movement activities, with learning.

Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia
learning. Journal of Educational Psychology, 104(2), 485-498.

This article discusses applying emotional design methods to multimedia learning and the
outcomes of doing so. The authors performed a study on 118 college-age students to see if
adding positive emotional devices actually increased comprehension and transfer rates. The
results of the study were as had been found by previous studies that fall along the same lines. It
was found that adding emotional design principles in multimedia learning does increase learning.
However, it was found that externally induced positive emotions decreased as the study moved
on whereas the internally induced emotions remained constant. The results of this study were
also consistent with previous studies in the fact that positive emotional design facilitates retrieval
of long-term memory and working-memory. As in studies done previously on similar topics, this
study also finds that positive emotional design positively impacts learning, both comprehension
and transfer rates.
This article was much like reading the previous. While the study varied from the others, the
outcome was the same. By providing positive emotional activators into lessons, the
comprehension and transfer rates increased, when compared to the participants that received the
neutral activators. I found the information in this study repetitive when compared to the previous
readings, however, taken individually, the information provided was informative and researchbased.
This article, since it was so similar to the previous articles, the results from the studies can easily
be combined with those. This adds more researched-based and backed data with which to call
upon. What made this study unique was the fact the comprehension and transfer rates were
individually tested.

Mayer, R. E. (2003). Social cues in multimedia learning: Role of speakers voice. Journal of
Educational Psychology, 95(2), 419-425.

This article discusses the role of voice when learning in a multimedia environment. There were
two experiments performed. The first experiment tested the use of a native-English voice against
that of a foreign accent voice (Russian). This experiment found that the participants in this group
preferred the native-English voice over the Russian accent voice and performed markedly better
on retention measures. The second experiment pitted a human voice against that of a computer
generated voice. Again, two groups were tested, with one received the same information as the
other, the only difference being one was delivered by a human voice while the other was
delivered by a computer generated voice. This study found that, on all areas tested, the group
that received instruction and narration from the human voice fared better than the group the
received the computer generated voice. The results from the two experiments led to the voice
principle, which states that learning happens on a deeper level when the voice presenting the
information is human, native-English voice.
This article was fascinating to me. Our current Basal Reading Series employs the use of
computer generated voices, both a man and a woman, to read the stories to the students. The
students hate the voice, but they prefer the voice of the woman over the voice of the man. When
I asked them why they said it was because the womans voice sounded nicer. This article is
along those same lines so I found it extremely intriguing since I have had similar discussion with
my class both this year and last.
While not overly beneficial to any research I am doing, this article does validate what my
students have told me. Students by far prefer a human, native voice over a computer, accented
voice. I would like to read more on this topic to see if similar results were found.

Izmirli, S., & Izmirli, O. S. (2015). Factors motivating preservice teachers for online learning
within the context of ARCS motivation model. Turkish Online Journal of Distance
Education. 16(2), 56.

This article delves into the relationship between motivation and online learning using LMS such
as Moodle. The authors attempted to establish that intrinsic student motivation to learn, as well
as the format of online learning, both play a role in a student choosing to pursue classes in an
online format. Studies were done using 53 preservice teachers who were experienced in online
learning. All four themes of the ARCS tool were studied and the results were catalogued using
anonymous means. It was found that student motivation was increased because of the flexibility
offered by online classes, the multiple channel input, and peer-to-peer and peer-to-teacher
interaction. The confidence of the students was boosted because of the lack of peer pressure felt
by students, as well as the fact that the class and content was being delivered by an expert in the
field. These are just a few of the examples of how student motivation and online classes are
intertwined.
I found this article to be right on point with my experiences. Though this semester has been very
hectic with family issues, sickness, and such I am still a huge proponent of online classes. As
this study seems to verify, the upside of online learning far outweighs the down. The flexibility
to attend class when you want/need, the freedom to learn in your own manner, etc. make online
learning a wonderful tool.
This article is a simple read and great for research purposes as it offers student quotes as data.
You are able to read what the student said instead of just looking at figures and numbers. That
adds a sense of human connection to the study which I have found lacking in others.