{"id":86,"date":"2018-11-09T10:43:39","date_gmt":"2018-11-09T15:43:39","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/arcanddl\/?post_type=chapter&p=86"},"modified":"2018-11-18T16:59:04","modified_gmt":"2018-11-18T21:59:04","slug":"arcs-mvp-model","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/arcanddl\/chapter\/arcs-mvp-model\/","title":{"raw":"ARCS- MVP Model","rendered":"ARCS- MVP Model"},"content":{"raw":"
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Section Highlights<\/p>\r\n\r\n<\/header>\r\n

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  • Keller's model was revised in 2007 and 2008 to add volition and cognitive-emotional components<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n

    Evolution of the ARC Model<\/h1>\r\nThe original ARCS model had 4 components:\u00a0Attention<\/em> which focussed on arousing curiosity and inquiry.\u00a0Relevance<\/em> which helps learners link new information to what they already know and what they need to know in the future.\u00a0Confidence,\u00a0t<\/em>he beginning recognition of the role of emotion and belief in motivation and learning, and\u00a0Satisfaction<\/em>\u00a0as one of the outcomes that continues to refuel and sustain motivation.\r\n\r\n[h5p id=\"3\"]\r\n\r\nAlthough the original\u00a0ARCS model remains heavily cited, in reality, Keller has maintained involvement in the development of the model as it has moved through later versions called ARCS-V\u00a0 (2007) and MVP (2008).\u00a0Each of the versions of the model has stayed true to the belief that motivation is a complex and dynamic phenomenon which includes facets such as meta-cognition, desire, and, persistence. This progression is depicted in a\u00a0 short video in the next section.\r\n\r\nThe MVP model was formed to include processing and cognitive and emotional components that show a relationship between motivation, learning, and performance (Keller 2017). Recognizing that even when motivation is high, stress and emotion can inhibit learning and therefore performance.\r\n\r\nVolition is the action and attitudes that contribute to the persistence that helps learners reach the goal.\u00a0 \u00a0Volition aligns to other learning constructs such as mindset, resilience, and grit. Research on grit has been positively correlated with a higher purpose of learning (Angelo, 2017). Mindset is related to a students belief about their own intelligence and capacity to learn, this correlates to the confidence component of the ARC model.<\/span>\r\n\r\n[h5p id=\"4\"]<\/code>\r\n
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    Links and Resource<\/p>\r\n \r\n\r\nSelf-assessing mindset\u00a0 www.mindsetonline.com\r\n\r\nwww.angeladuckworth.com\/grit-scale\r\n\r\n<\/header><\/div>","rendered":"

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    Section Highlights<\/p>\n<\/header>\n

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    • Keller’s model was revised in 2007 and 2008 to add volition and cognitive-emotional components<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

      Evolution of the ARC Model<\/h1>\n

      The original ARCS model had 4 components:\u00a0Attention<\/em> which focussed on arousing curiosity and inquiry.\u00a0Relevance<\/em> which helps learners link new information to what they already know and what they need to know in the future.\u00a0Confidence,\u00a0t<\/em>he beginning recognition of the role of emotion and belief in motivation and learning, and\u00a0Satisfaction<\/em>\u00a0as one of the outcomes that continues to refuel and sustain motivation.<\/p>\n

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