Table 1 Applying Keller’s ARCS Model to...

Table 1

Applying Keller’s ARCS Model to Online Learning

ARCS Component	Strategy	Potential Area of Application
Attention	Include activities and assignments that require frequent interaction	Discussion/assignments
	Include visual elements such as videos	Lecture
	Utilize simulations	Assignments
	Vary the style of instruction (font, graphics, etc.)	Lecture
	Encourage debate	Discussion
	Introduce incongruity	Lecture
	Allow students to ask questions of each other	Discussion
	Use questions to peek curiosity	Discussion
	Incorporate humor	Lecture/personal correspondence
Relevance	Base curriculum on real world issues/scenarios	Lecture
	Target content to the learner’s needs	Lecture
	Have student’s make link between course materials and future goals	Discussion
	Outline objectives	Lecture
	Allow topic choices in activities	Activities
	Implement group work	Activities
	Use student experiences	Discussion
	Use personal pronouns and student names	Personal correspondence
	Provide supplemental information/links	Lecture
	Use guest speaker	Lecture
Confidence	Use a visual appealing professional design to give credibility	Lecture
	Utilize a simple interface	Lecture
	Include practice questions/reviews	Activities
	Provide grading rubrics	Activities
	Establish realistic expectations about requirements for success	Personal correspondence
	Scaffold the course appropriately	Course design
	Identify areas of problematic concern	Personal correspondence
	Allow students to explain their strengths or areas of expertise	Discussion
	Make content challenging but achievable	Course design
	Allow learner to control pace and sequencing	Lecture
Satisfaction	Provide supportive feedback	Personal correspondence
	Reinforce and provide praise	Personal correspondence
	Allow hands-on practice	Activities

ARCS Component	Strategy	Potential Area of Application
Attention	Include activities and assignments that require frequent interaction	Discussion/assignments
	Include visual elements such as videos	Lecture
	Utilize simulations	Assignments
	Vary the style of instruction (font, graphics, etc.)	Lecture
	Encourage debate	Discussion
	Introduce incongruity	Lecture
	Allow students to ask questions of each other	Discussion
	Use questions to peek curiosity	Discussion
	Incorporate humor	Lecture/personal correspondence
Relevance	Base curriculum on real world issues/scenarios	Lecture
	Target content to the learner’s needs	Lecture
	Have student’s make link between course materials and future goals	Discussion
	Outline objectives	Lecture
	Allow topic choices in activities	Activities
	Implement group work	Activities
	Use student experiences	Discussion
	Use personal pronouns and student names	Personal correspondence
	Provide supplemental information/links	Lecture
	Use guest speaker	Lecture
Confidence	Use a visual appealing professional design to give credibility	Lecture
	Utilize a simple interface	Lecture
	Include practice questions/reviews	Activities
	Provide grading rubrics	Activities
	Establish realistic expectations about requirements for success	Personal correspondence
	Scaffold the course appropriately	Course design
	Identify areas of problematic concern	Personal correspondence
	Allow students to explain their strengths or areas of expertise	Discussion
	Make content challenging but achievable	Course design
	Allow learner to control pace and sequencing	Lecture
Satisfaction	Provide supportive feedback	Personal correspondence
	Reinforce and provide praise	Personal correspondence
	Allow hands-on practice	Activities

Sources:Brennan (2002); Delgran, Vihstadt, and Evans (2015); Huett, Moller, Young, Bray, and Huett (2008); Johnson (2012); Jokelova (2013); Pinchevsky-Font and Dunbar (2015); Schartz, (2014); Taran (2005); Thompson (2016).

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