After reviewing different styles of teaching and learning design, and having a deeper contemplation regarding what creates both a positive and motivating learning environment it is interesting to discover that motivation in fact comes FROM learning and not the other way around. What this means is that motivation comes after the fact, that someone needs to begin doing or learning something prior to there being any true motivation. And although this does make sense, it is not something that I had considered in relation to learning and learning environment design.

Kellers arc model breaks it down into 4 different categories that are needed for an effective and motivating learning environment. Attention, relevance, confidence and satisfaction. I liked the simplicity of this because it makes sense that at first someone needs to have their attention drawn to the subject matter (otherwise you wouldn’t even both to begin, similar to a book cover) then relevance makes it so the learners wants to learn the content because it is more meaningful to them personally. Confidence because this grows as students are able to succeed with their desired goals. And finally, satisfaction because not only have students succeeded but they have also done it with something that is meaningful to them personally (if it meets the category of relevance). Considering these things carefully when you are creating a learning environment is imperative as an effective educator because it ensures that you are not only meeting the needs of your students, but also that you are effectively providing them with information that they are able to take in a process.

When I think of personal instances where I have been (or felt) really successful in a learning environment all of the categories with Keller’s arc model were present and strong. A specific example I can think of is recently in a course I took this pas spring/ summer semester. The reason, I believe, this course taught me so much is because it was truly meaningful to all areas of my life. The course was one on communication, and as someone with neuro-divergence it was truly impactful to take a course about methods of communication. Because of this the course had my full attention, it was very relevant, my confidence grew as I progressed through the course, and by the end I was very successful.

References:
Keller, J. M. (1987a). Development and use of the ARCS model of motivational design.Journal of Instructional Development, 10(3), 2 – 10.