This paper presents the ARCS model, which is a research-based systematic design model that interfaces with typical instructional design and development models to improve the motivational appeal of instructional materials, of instructor behavior, and of the way in which lessons (or modules) and courses are designed. The description of the model, which provides strategies that a course designer or teacher can use to make instruction responsive to the interests and needs of learners, includes: (1) four major conditions defined by the model that have to be met for people to become and remain motivated, i.e., Attention, Relevance, Confidence, and Satisfaction (ARCS); and (2) the three phases of using the model in an instructional development sequence, i.e., define, develop, and evaluate. The paper concludes with a discussion of two developmental tests of the ARCS model, which involved its presentation at teacher training workshops and evaluation of the results of the participants' subsequent applications of the model in their classrooms. Lists of 9 references and 13 additional IDD&E working papers are provided. (RP)