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5.5 The ARCS Model of Motivational Design 89
designs against user requirements are the four key activities for the success of
UCD.
4. The principles of UCD include: The design is based upon an explicit under-
standing of users, tasks, and environments, Users are involved throughout
design and development, the design is driven and refined by user-centered
evaluation, and the process is iterative. The design addresses the whole user
experience; the design team includes multidisciplinary skills and perspectives.
5. There are three types of users: primary, secondary, and tertiary. The differences
of users and learners include their knowledge in the task domain, the
homogenous population or diverse population, their motivation to engage in the
task, the change of knowledge and skills, and the design focus.
6. The key strategies for LCD include: Understanding is the goal, motivation is the
basis, diversity is the norm, and growth is the challenge.
7. There are four steps for promoting and sustaining motivation in the learning
process: Attention, Relevance, Confidence, Satisfaction (ARCS) in the ARCS
model for motivational design.

Learning Sources

User experience basics: https://www.usability.gov/what-and-why/user-
experience.html
User experience honeycomb: https://medium.com/@danewesolko/peter-
morvilles-user-experience-honeycomb-904c383b6886
ARCS model: https://www.arcsmodel.com
User-centered design: http://edutechwiki.unige.ch/en/User-centered_design
Learner-centered design. The Cambridge Handbook of the Learning Sciences
(Cambridge Handbooks in Psychology, pp. 119-134). Cambridge: Cambridge
University Press – see https://www.cambridge.org/core/books/the-cambridge-
handbook-of-the-learning-sciences/7A7518E7668B85CC26569A576BC0D130
Universal design for learning: http://www.cast.org/our-work/about-udl.html#.
W-Td1aftY6g;and https://www.understood.org/en/learning-attention-issues/
treatments-approaches/educational-strategies/the-difference-between-universal-
design-for-learning-udl-and-traditional-education
Model-It: https://sites.google.com/site/modelitproject/.

References

Clark, R. E., & Estes, F. (1996). Cognitive task analysis, International Journal of Educational.
Research, 25(5), 403–417.
Eason, K. (1987). Information technology and organizational change. London: Taylor and
Francis.