CfP: 3rd International Workshop on Motivational and Affective Aspects of Technology Enhanced Learning (MATEL)

Date:   September 18, 15:00
Venue:  Saarbrücken (Germany)

Deadline for submissions: July 9, 2012 (via easychair)

In conjunction with the Seventh European Conference on Technology Enhanced Learning (EC-TEL 2012)

Motivational and affective aspects are frequently neglected in TEL although they are one of the most important factors when it comes to acceptance and success of such solutions. This becomes even more important as we move towards more open, independent, and informal learning settings. A growing number of applications are already supporting a broad range of informal learning settings, by motivating users to capture behavior in order to increase their awareness and actively coach them. However, our understanding of these aspects and its implication this on concrete solutions is very fragmented:
Pedagogical models emphasize the importance of holistic perspectives on learning, but still (implicitly) consider these aspects as peripheral. We also know little, e.g., about reflection on emotions and one’s own motivation. On the technology side, it is often unclear where and how to consider those aspects in the tool design as it requires a much wider perspective. Here, the affective computing strand has concentrated on tackling emotions, but so far has had little relationship to learning. Besides, new trends and communities like The Quantified Self are improving the capturing and availability of data that may be useful for learning purposes. In these tools, collecting and quantifying data becomes a motivating aspect in itself. However, in many cases there is a lack of understanding on which are the right data to capture and how to spread these tools to broader audience and contexts. While a growing number of these tools deliberately aim at influencing behavior in the sense of persuasive technology, the underlying pedagogical model remains also unclear. CSCW research (particularly as part of the Web 2.0 hype) had a closer look at the influences on collaboration. The (serious) games approach to learning is mainly a response to the motivational success of gaming, but struggles with how to combine this effect with a didactical approach. In workplace settings, particularly in knowledge management, this has been recognized as key success factor to ensure that introduced instruments and tools are getting used. However, many approaches have concentrated only on incentives, both in terms of monetary rewards and other extrinsically motivation schemes which are designed mainly as top-down instruments – with mixed success. Psychology has investigated this topic area in depth from a theoretical and experimental point of view, but there is often a gap between generic theories of motivation and concrete implications for didactical settings, tool design, and organizational guidance.
We are convinced that we can meet these challenges only in an interdisciplinary way. Therefore we want to bring together in this workshop the different perspectives on the topic in order to foster the formation of a community between psychology, sociology, pedagogy, CSCW and computer science.

History and format of the workshop

The MATEL workshop has a successful history with its two editions at ECTEL 2010 & 2011, and continued to provide an engaged forum for the subject area, which helped to form a community around the topic, set up a mailing list with more than 120 interested individuals and a website under
Based on the discussion results at ECTEL 2011, we want to develop the format further towards more extensive opportunities for analyzing and discussing concrete examples, including both prototypes and systems in use. Within a one day workshop, we plan to complement a first session on position statements and short scientific contributions on (e.g., empirical results) with a second session on tool demonstrations where participants analyze and discuss the motivational and affective aspects of those tools. More or less in-depth evaluation results by the presenters are welcome, but not a prerequisite. The participants should be given the opportunity for an intense moderated discussion. Where possible, we encourage presenters of tools to provide access to the tools prior to the workshop to allow workshop participants to prepare themselves. As a concluding session of the workshop, we want to synthesize the discussion results and further develop research priorities from last year’s edition of the workshop.
This leads to a rough workshop schedule:

  • Keynote presentation (0.5h)
  • Learning from empirical and conceptual findings (2h)
  • Position statements with discussion slot
  • Short scientific contributions with discussion slot
  • Learning from concrete examples (3h)
  • Tool demonstration
  • Moderated discussion
  • Concluding discussion slot synthesizing the results (2h)
  • Constructing an overview figure
  • Identify key priorities for further research

Topics for position statements and short scientific contributions
Topics for position statements (2-4 pages) and scientific results (4-10 pages) encompass the following:

  • Models for understanding motivational and affective aspects/emotions from disciplines like psychology, human resources management and economics, sociology, usability engineering (e.g., joy of use driven approaches), or computer science (e.g., context ontologies for affective and motivational factors)
  • Design methodologies for incorporating motivational and affective factors
    • Experiences with participatory design
    • Experiences with concrete research instruments (like ethnographic studies, experiments)
    • Indicators for evaluation
  • Approaches, services, or tools to address motivational and affective aspects, e.g.,
    • Feedback mechanisms
    • Organizational incentives
    • Gamification
    • Detecting affective states via sensors
    • Lifelogging and Quantified Self inspired approaches
    • Learning about emotions (e.g., coping strategies)
    • Persuasive technology
    • Organizational aspects
    • Role of context (social, cultural) on motivation to learn or share knowledge
    • Role of affective aspects for daily work routines
  • Experience reports and lessons learnt from introduction of technology-enhanced learning support as enablers (success and failures):
    • Knowledge management and workplace learning
    • CSCW and Web 2.0
    • Enterprise 2.0
    • Serious Games

Topics for tool demonstration and discussion

We invite developers and researchers of tools and systems in the area of technology enhanced learning, such as

  • Tools for supporting individual or team reflection
  • Quantified Self approaches and use of sensors
  • Mobile learning support apps, e.g., for e-coaching
  • Personal Learning Environments
  • Tools for informal learning and knowledge management in organizations
  • Innovative Enterprise Social Media approaches
  • Serious Games

Participants are expected to submit a 2-4 pages summary of the tool and the motivational and/or affective aspects to be discussed. If evaluation results with respect to those aspects are already available, authors are encouraged to be submit an extended paper (4-8 pages).

Program Committee

  • Jenny Bimrose, University of Warwick,UK
  • Alan Brown, University of Warwick,UK
  • Erik Duval, Katholieke Universiteit Leuven, Belgium
  • Barbara Kieslinger, ZSI – Centre for Social Innovation, Austria
  • Kristin Knipfer, TU Munich, Germany
  • Steffen Lohmann, University of Stuttgart, Germany
  • Johannes Moskaliuk, University of Tübingen, Germany
  • Katja Niemann, Fraunhofer FIT, Germany
  • Jose Luis Santos Odriozola, Katholieke Universiteit Leuven, Belgium
  • René Peinl, Hof University of Applied Sciences, Germany
  • Abelardo Pardo, Universidad Carlos III de Madrid, Spain
  • Michael Prilla, Ruhr University of Bochum, Germany
  • Andrew Ravenscroft, University of East London, UK
  • Cüneyt Sandal, Karlsruhe Institute of Technology, Germany
  • Alexander Stocker, Joanneum Research, Austria
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