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Applying the ARCS Model of Motivational Design to Pharmaceutical Education (Galley)

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Supakit Wongwiwatthananukit and Nicholas G. Popovich


American Journal of Pharmaceutical Education

Vol. 64, No. 2 (2000)
DOI: aj640214.pdf




American Association of Colleges of Pharmacy


Instruction, even when designed and based on sound instructional principles, oftentimes does not stimulate students' motivation to learn. The result may be that students may not be motivated to pursue lifelong learning and use the knowledge and skills learned to deliver pharmaceutical care. The purpose of this article is to provide an overview of the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model developed in education and demonstrate a systematic approach of motivational design with practical application that can be incorporated into a pharmaceutical educator's instruction (e.g., "tool box"). It is intended to help the educator identify components of instruction that either increase or decrease student motivation to learn. It also provides motivational strategies which an educator can incorporate into the instruction plan to make it responsive to the interests and needs of students. Using motivational design to create motivational strategies and then incorporating these into the instruction can result in complementary enhancement of student learning and achievement.

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