Synthesis of Keller's Arcs Model

According to Keller’s ARCS motivational theory, a motivation can be one of the essential parts in the learning process where it provides the sufficient supplement for the learning process. The model itself consists of attention, relevance, confidence and satisfaction. According to Keller (2010) motivational design in the context of learning refers to the strategies, principles, processes, and tactics to stimulate and sustain the behavior of learners towards the goal that is oriented for the learning process. It cannot be denied that every student must be prepared by all means for his or her future career development through education and we also cannot denied that the ultimate goal of education is to generate the continuous growth in every student. The ARCS model must not be incorporated only to traditional curriculum and instructional design but also must be taught in class in order to improve student’s motivation to learn more. Although according to Andrew, Hull & Donohue (2009) storytelling can be one of the oldest instructional strategy and one of the key pieces to deliver the information verbally and throughout history. Consider that storytelling is still relevant in the world where technology play an important role in helping the learning process for students it may decrease the motivation for students to learn more. In addition, any group of learners nowadays are not homogeneous and the students come from diverse educational background, different socioeconomic and varied ethical background. According to Sweller (2005) the learner’s cognitive load must be put into account where it can effect on how they utilize any instructional design product. Hence, an instructor that can utilize the instructional design properly can enhance the learning capabilities of the students when the learning process begins. Furthermore, the instructional model based on the ARCS model can be a benchmark for educators to receive feedback which later on can be used to improve