Related Topics for Further Exploration

Emotional Intelligence and Emotions in Learning

“In both the biological and social sciences, there is a historical precedent for considering the roles of emotion and sociality in learning” (Immordino-Yang & Gotlieb, 2017, p. 345.). While the  ARCS-MVP model does a great job of articulating the importance of emotions as precursors to many of the component part of ARCS/MVP, there is room to expand this consideration.  In ARCS, Attention is fuelled by emotionally laden curiosity. Relevance is attached to emotional and personal values. There is so much emerging science to support the idea that we “only think deeply about the things we care about” (Immordino-Yang, 2016, p. 3). Confidence is linked with emotions that sustain energy, increase self-worth and help us to overcome challenges. Satisfaction is linked to pride and contentment.

Most models of emotional intelligence include attention to the skill of generating and sustaining pleasant emotions. In the ARCS-MVP model, this consideration exists at both the student and instructor level, with advice on how instructor motivation levels act as both emotional and social contagion in the learning environment. Keller (2017) discusses how instructor how enthusiasm for a subject can influence student interest and enthusiasm. The current model also addresses emotional management both of self and others, the idea of emotions that get in the way of learning, including boredom and frustration, and  how an instructional designer can influence or transform those emotional blocks (Keller, 2008).

The science of emotions and in particular their effect on learning is growing rapidly. Our depiction of the ocean of emotions added to the ARCS-MVP  motivation island map is in direct reflection of the consideration of the ubiquitous nature of emotions in all aspects of learning and motivation. The emerging field of social neuroscience has much to offer in terms of continued theoretical positioning within the ARCS-MVP model. The intricate interaction and self-perpetuating nature of emotion thought and feeling means that there are distinct avenues for educational design, specifically motivational design to influence the trajectory of an emotion, towards expression as a feeling that aids or inhibits learning. For example, fear can lead to both learning or cognitive retreat, depending on the both environmental and internal cognitive messaging (Beilock, 2011). Clearly, motivational design models have an important role to play in translating this complexity into practical strategies.

Appreciative Inquiry

The learning environment is a complex human system with many levels of interaction. Students self-awareness, interaction with classmates and instructors all play a role in their learning. Appreciative Inquiry is a strengths-based way of being; where focusing on what is good, noting when we feel and do our best and exploring what we envision for the future are key strategies to managing in the world. Appreciative inquiry involves asking questions that strengthen a system’s capacity to anticipate and heighten positive potential (Cooperrider & Whitney, 2005). If student motivation is dependent upon attention, relevance, confidence, and volition then use of this approach is a useful tool to consider as we move forward. A  2016 study by McQuain, Neill, Sammons, and Coffland used a combination of an Appreciative Inquiry intervention and the ARCS model’s  Course Interest Survey, to demonstrate how an appreciative inquiry intervention could improve students intrinsic motivation.