I have been giving a great deal of thought to the interesting challenge of designing instruction in which all participants will feel they have succeeded.
While applying the ARCS model (Attention, Relevance, Confidence, and Satisfaction) to motivation in learning can result in a positive impact on overall learner motivational outcomes in instruction, this should not be by any means the cookie-cutter approach that IDs utilize in building their models. It is important to take stock as well, of the fixed individual differences in learner motivation that they bring to the table. Who is my audience? These are known as trait theories of motivation, which is a deeper look at learners’ natural or learned dispositions towards the need for affiliation, approval, and achievement. (Ormrod et al 2009).
The need for affiliation may be lesser or greater depending on the individual. Some learners prefer to work alone while others do better with collaborative assignments and projects. Having the opposite of their preference may indeed impact their level of motivation in a negative way, as in being mandated to participate in a group project when they prefer to work alone. The need for approval is another area in which the learners in an instructional environment may differ. This can also be culturally influenced or impacted by age or self-esteem. Some learners won’t be impacted one way or the other by positive feedback from the instructor or the instruction, while for another learner it is vital.
The need for achievement is that over-achiever personality trait where the individual is coming to win no matter whether there are any external rewards to do so. They bring the desire and the drive to learn with them to the table, so regardless of relevance or satisfaction they will strive to master the material and achieve success. The opposite is someone who has a more lax approach to life and therefore is not driven in this way.
Instructional Designers will do well in conducting greater research into the type of learners in their audience and perhaps try to implement strategies at the outset that do two things: 1. Allows for a more intimate knowledge about course participants as well as 2. Give them an opportunity to divulge a bit about what motivates them, as the act of acknowledgment by the instructor as to the individual differences, may in itself make a difference. It is another reason why instruction needs to have a variety of components and options embedded, in order to broaden its appeal.
I welcome your thoughts on my perspective as to how is ARCS can be mitigated by the individualistic needs of learners for affiliation, approval, and or achievement.
Juliet
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York, NY: Pearson.
