Applying the ARCS model to the design and development of computer-based modules for manufacturing engineering courses

This paper describes how a multimedia design team at Wayne State University , working on an engineering education project funded by the National Scienc e Foundation, incorporated Keller's ARCS (attention, relevance, confidence, and satisfaction) model into the design and development of a computer-base d instructional (CBI) module for a college engineering course in economics. A discussion of how and why the components were incorporated into the trad itional instructional design phases of definition, design, development, imp lementation, and evaluation is presented.