Instructional Systems Technology Program, Indiana University
Instructional Systems graduate students, The Florida State University
National Society for Performance and Instruction (NSPI, now ISPI)
University of Twente (Enschede, The Netherlands)
Association for Educational Communications and Technology (AECT)
Professor, Instructional Systems and Educational Psychology, The Florida State University
Professor of Instructional Systems and Educational Psychology, The Florida State University
Visiting Scholar, Open University of Indonesia
Associate Professor, Instructional Science and Technology, The Florida State University
Assistant/Associate Professor of Instructional Technology (IDDE), Syracuse University
Associate Professor and Chair (Area of Instructional Design, Development, and Evaluation), Syracuse University
Research Fellow (Visiting), University of Twente
Assistant Professor, Instructional Technology, Syracuse University
Graduate Assistant, Instructional Systems Technology, Indiana University Bloomington
John M. Keller is an American educational psychologist and instructional design scholar best known for creating the ARCS Model of Motivational Design—Attention, Relevance, Confidence, and Satisfaction—which he first introduced in 1979 and elaborated across numerous publications and a 2010 book. He earned his Ph.D. in Instructional Systems Technology from Indiana University (1974), served on the faculty at Syracuse University (1974–1984), and later at The Florida State University, where he became Professor of Instructional Systems and Educational Psychology and, in 2010, Professor Emeritus in the Department of Educational Psychology & Learning Systems. His work extends to later frameworks such as ARCS‑V and the MVP (Motivation‑Volition‑Performance) model, and has shaped research and practice in distance and online learning, human performance technology, and motivational design in education. citeturn24search12turn1view0turn18search2turn16search5
A problem‑solving approach to motivational design integrating four core conditions—Attention, Relevance, Confidence, and Satisfaction—into instructional planning. Later extensions added Volition (ARCS‑V) to bridge motivation and action, and the MVP model (Motivation–Volition–Performance) to connect motivation and volitional control with performance outcomes. The framework provides analysis, design, development, and evaluation steps and a repertoire of tactics aligned with expectancy‑value theory and self‑regulation.
A systematic motivational design framework comprising Attention, Relevance, Confidence, and Satisfaction, plus a process to analyze, design, develop, and evaluate motivational tactics alongside instruction.
An integrative theory linking motivation with volition/self‑regulation and performance, extending ARCS by emphasizing volitional control and persistence.
An extension of ARCS incorporating volition/self‑regulation explicitly into motivational design for technology‑enhanced learning.
Open Praxis • Journal
Reports development and validation of a two‑factor, 13‑item instrument measuring learners’ volition—action planning and action control—in online and face‑to‑face courses (N=594). Confirmatory factor analysis supported the structure; results suggest the instrument can be integrated with ARCS‑V/MVP‑based designs to assess volitional competencies.
Computers & Education • Journal
This review synthesizes empirical studies applying the ARCS model across educational settings and countries. It analyzes how ARCS was implemented (single course components, multiple components, or programs), methods used (primarily quantitative), and reported outcomes (affective, cognitive, behavioral, psychological). The authors discuss inconsistent effects and recommend design‑based research to address motivational problems, especially in computer‑based learning.
New Directions for Teaching and Learning • Journal
Provides an overview of the MVP (Motivation–Volition–Performance) model and shows how the ARCS‑V design process derives from MVP. Summarizes a design‑based research application, offering steps and examples for diagnosing motivational issues, selecting tactics, supporting volition, and evaluating performance outcomes in college teaching.
Participatory Educational Research • Journal
Articulates ARCS‑V by adding Volition to the ARCS framework to bridge motivation and action. Provides guidance and examples for applying ARCS‑V in technology‑rich settings to stimulate and sustain motivation, support self‑regulation, and connect attention, relevance, and confidence with persistence and satisfaction.
Educational Technology Research and Development • Journal
Randomized study in an educational technology course examining motivational/volitional email messages (designed via audience analysis) versus reminder‑only messages. The motivational/volitional condition increased learners’ volition and attitudes toward technology integration, though not overall motivation or performance, indicating targeted messages can facilitate positive dispositions toward integration.
Distance Education • Journal
Introduces five first principles of motivation and volition for effective, efficient, and engaging (e3) technology‑assisted learning. Argues that despite the variety of modalities (online, hybrid, mobile), motivating learners requires common principles grounded in expectancy‑value and volitional control, and shows how to embed these principles into design and delivery.
Journal of Educational Media • Journal
Reviews and extends the ARCS motivational design process for e‑learning. Summarizes studies in various online contexts and cultures, including tests of a simplified ARCS process and links to self‑regulation and personality characteristics. Concludes that a problem‑solving, audience‑analyzed approach to motivation systematically improves the design of diverse e‑learning environments.
Journal of Instructional Development • Journal
This article presents the ARCS Model of Motivational Design, detailing its four categories (Attention, Relevance, Confidence, Satisfaction) and a systematic process for identifying and solving motivational problems in instruction. It also outlines design steps and early applications in teacher training to illustrate implementation.
Journal of Instructional Development • Journal
Describes the ARCS model—Attention, Relevance, Confidence, Satisfaction—and its associated motivational design process (analysis, design, development, evaluation). Reports early field applications (e.g., inservice teacher projects), showing how classifying motivational problems and applying targeted strategies can improve the motivational appeal of instruction. Positions ARCS as a problem‑solving complement to conventional instructional design.
Journal of Instructional Development • Journal
Presents a theoretical approach linking motivation with other factors that influence learning and instructional design. Reviews prior behaviorist and cognitive influences, introduces a systematic process for influencing motivation during design, and outlines concepts that later crystallized into the ARCS model. Emphasizes diagnosing motivational problems and aligning tactics with learner expectancies and values.
Springer • Book
Book-length synthesis of Keller’s motivational design approach. It introduces motivation concepts and applies them step by step to instructional design, organized around the ARCS components (attention, relevance, confidence, satisfaction). It provides tools, worksheets, and case examples for diagnosing motivational problems, selecting tactics, integrating them with instruction, and evaluating outcomes across K–12, higher education, and workplace settings.
Wadsworth/Thomson Learning (Cengage) • Book
An updated, research‑grounded text outlining a rational, learner‑centered basis for instructional design. Covers outcomes of instruction, task analysis, sequencing, events of instruction, assessment, group and online learning, and technology affordances. Integrates performance‑systems perspectives and offers job aids for course, unit, and lesson design.
Cengage Learning (Thomson/Wadsworth) • Book
Comprehensive instructional‐design text that integrates cognitive and information‑processing perspectives to guide analysis, sequencing, and delivery of instruction. The 5th edition updates Gagné’s events of instruction, expands attention to learner‑centered principles, technology affordances, online learning, and social/cultural contexts, and provides systematic procedures for objectives, task analysis, sequencing, assessment, and evaluation.