Motivating the Reluctant, Novice Learner: Principles of Macroeconomics (Economics EDUCATION ARTICLES‪)‬

ABSTRACT Most instructors recognize the correlation between student motivation and academic learning and achievement. This is supported by literature not only establishing the link, but also work that includes myriad strategies for affecting multiple aspects of motivation. As a result, instructors who may desire to improve student motivation in their courses, but are unclear about how to address this vague, but important concept can seek out indications of how they can begin. A specific model (ARCS) was developed by John Keller (1983) to help instructors operationalize the important elements of motivation so that they could improve the impact of their instruction. The ARCS model--by examining the motivational constructs of attention, relevance, confidence and satisfaction--provides a practical framework for faculty to design instruction that increases student motivational perceptions. This paper describes how the ARCS model can be used to design and improve instruction in the economics classroom. Strategies are presented for increasing student perceptions in four motivational constructs. Specific economics examples and instructional ideas are offered to give practical applications of the model. Finally, a Principles of Macroeconomics course redesign is described and evaluated in terms of increasing elements of interest consistent with motivational constructs.