Table 1: Associating Keller's ARCS Model of Motivation to Gagne's Nine Events

Associating Keller

The table below correlates the key categories in the theoretical models developed by Gagne (1985) and Keller (1983). Gagne's terms are in green; Keller's terms are in maroon.

See Kruse (2002a, 2002b) for brief introductions to Gagne's nine events and Keller's ARCS model, respectively.

ATTENTION

RELEVANCE

CONFIDENCE

SATISFACTION

Gain Attention

employ splash page or other graphics

Establish Objectives

clarify why lesson is important
provide a lesson overview
assign preliminary readings

Provide Learning Guidance

offer opportunities for guided and independent practice
ensure a gradual progression from more easy to more difficult material
consider scenario-based exercises
assign projects

Provide Feedback

offer immediate feedback
offer consistent feedback

Stimulate Prior Recall

illustrate the learning
relate the learning to something they already know

Elicit Performance

allow learner to expound on learning
utilize recall strategies
allow learner to "use" new learning

Assess Performance

ensure that assessment is equitable
ensure that assessment is based in higher-order thinking skills

Present Lesson Content

distribute lecture notes
provide definitions
provide examples
offer synopses

Enhance Retention

focus on application

References

Gagne, R. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart and Winston.

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Erlbaum.

Kruse, K. (2002a). Gagne's nine events of instruction: An introduction. Retrieved July 23, 2003, from http://www.e-learningguru.com/articles/art3_3.htm

Kruse, K. (2002b). The magic of learner motivation: The ARCS model. Retrieved July 23, 2003, from http://www.e-learningguru.com/articles/art3_5.htm