# Instructional design/ARCS Model Example

◀ ID ARCS Model

## Case

Scenario: Now you are going to design a in-person workshop based on the ARCS Model for high school students in a public school district in Alaska. Goal is to introduce students to the basics skills of scientific inquiry. You have formed some general ideas for this two-hour workshop in which you will target main elements of an experiment:
* Ask a question.
* Do background research.
* Construct a hypothesis.
* Test a hypothesis by doing an experiment.
* Analyze data and draw a conclusion.
* Communicate your results.
Your audience is Grade 9 (freshmen) Alaska Native students who are a mix of non-native and native English speakers. With your survey, observation, interviews with the students' former teachers, as well as the research studies you managed to find, it shows the students have low literacy skills yet very strong visual skills.

## Worked Sample

| ARCS | Strategie |
| Attention For example, the high school student’s attention has to be raised and sustained and thus they become excited about the workshop. | a. Gain and maintain student attention by inviting them observe the classroom to find out the hidden weather photography. b. The teacher uses a variety of methods, including reading materials, a video that documents students about similar age doing an experiment and so on. |
| Relevance For example, after the high school student’s attention is gained, the given learning material need to relate to their interests and goals. If the content is perceived to be helpful in accomplishing one’s goals, then the students are more likely to be motivated. | a. Students participate in everyday, real-world activities that are familiar to them (i.e., browsing online, reading about weather forecast, making predictions) b. The teacher incorporates the use of visuals such as charts, graphs, and labelled diagrams to let the student record data and present the procedure of conducting a scientific experiment, considering the type of content as well as the characteristics of students. |
| Confidence For example, the high school student has to know that they will probably be successful before completing a science experiment. They feel somewhat confident and enjoy a challenge. | a. The teacher helps students estimate the probability of success by presenting requirements and evaluative criteria of a completed scientific report in the beginning of the workshop. b. There is a progression through problems of gradually increasing difficulty. Before the students complete an experiment and a scientific report, the sequence of the instruction is based on the comprehension of vocabulary (i.e. experiment, hypothesis, conclusion), considering the literacy level of the students, as well as the separate learning of every key step, for example, what's included in a hypothesis and how to make one. |
| Satisfaction For example, if the outcomes of the high school student’s effort is consistent with the instructor's expectations and they feel relatively good about those outcomes, he/she will remain motivated. | a. The teacher circulates during all individual, pair and small group work to monitor students' activities throughout the workshop. If noting any potential misconceptions, the teacher will ensure that students with these challenges early on now have more better understanding of the key steps of how to conduct a science workshop. b. At the end, the teacher collects all student work, grades it, and provides feedback. |
| 1. Introduction | 2. ARCS | 3. Learner Analysis | 3. Information Design & Motivational Design | 5. Are You Ready? | 6. Evaluation |