Relevance can come from the way something is taught; it does not have to come from the content itself.

-John Keller  

Attention

Relevance

Confidence

Satisfaction

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.

Keller, J. M. (1987). The systematic process of motivational design. Performance+ Instruction, 26(9-10), 1-8.

Digital Badges

"The badges were a good idea, but I didn't see them displayed"

STUDENT FEEDBACK

"One thing that may have helped was if there was more explanation of why the badges matter. Are they useful anywhere outside of the course?"

Secret Clues

 "I liked that the secret clues, [they] were helpful to the overall project, that encouraged me to pay more attention to [the pages]."

STUDENT FEEDBACK

"...it helped make sure I was not just glazing over the lesson content. I have found with other online courses, my mind starts to wander as I read the course content or unintentionally skip over content. But when looking for secret clues, it helped me make sure I was accessing all the content and not skipping over anything."

STUDENT FEEDBACK

"I liked looking in the source code for the green key."

"Another thing that could help would be having the gamified parts be more closely aligned w/ the skills being taught in the course. The activity where we had to look at the source code was a good example b/c the activity was aligned w/ something we actually have to do."