Relevance (Education); Satisfaction; Student Motivation; Theory Practice Relationship

This paper describes how a Wayne State University (Michigan) multimedia design team is applying Keller's ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design to the entire process of design, development, and evaluation of multimedia courseware. The ARCS Model has been applied to the prototype module and is being incorporated into all present and future modular designs. The design team is collaborating with faculty members from five universities to design and develop multimedia courseware for college engineering courses to be delivered at a National Science Foundation project located at a manufacturing facility. A brief summary of Keller's ARCS Model is presented. The primary emphasis of this article is the description of the computer-based instruction design process and resulting product design and features as they relate to the ARCS Model. Issues that continue to challenge the design team are also discussed. Tables and figures present: the interface of motivational and instructional design