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Motivational &
Affective Aspects in
Technology Enhanced Learning:
Topics, Results
and Research Route
Teresa Holocher-Ertl,...
2
2
Motivation is key for knowledge work
“Knowledge workers are those people who
have taken responsibility for their work ...
3
And emotions, too.
Although often not acknowledged
4
4
Research has been fragmented.
Knowledge Management CSCW
HCI
Psychology
HR Development
Sensor engineering
Economics
Eac...
5
5
V
MATEL 2010 MATEL 2011
MATEL 2012
6
6
Motivation –
the story so far
7
7
Motivation has many facets
 motivate individuals to share knowledge?
 motivate to use tools (like we designed them)?...
8
8
Motivation to learn
 What moves or hinders learners to learn
 relationship of motivation and goals
• "implicit" (int...
9
9
Motivation to share
 Influence of
collaboration (Holocher-Ertl
et al 2010)
 Social dilemma &
reasons for free-riding...
10
10
Motivation to use a specific tool
 Is not specific to TEL, but embedded in a broader
research stream on user accept...
11
11
12
12
13
Emotions
14
14
Affective Aspects
 Emerging topic
 First prototypes and studies
Common understanding of the role of
emotional aspe...
15
15
Affective Aspects in TEL: Purposes & Goal
 Specific approaches to apply technology in a learning
context
Adaptive s...
16
16
Affective Aspects in TEL: Challenges
 Lack of a common language
 Multiple visualizations and representations
 No ...
17
17
Affective Aspects in TEL: Barriers and concerns
 Not seek to replace human perception,
but rather to augment it.
 ...
18
18
Conclusions: Affective & motivational aspects
 Emotions
• low level of abstraction, close to observation
• Short-li...
19
19
Conclusions: Relationship of affective and
motivational aspects
 The relationship between emotions and learning out...
Acknowledgements:
 Picture: poisson rouge sautant d'un aquarium
© Simon Coste #543847 – fotolia.com
 Others from http://...
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5th Workshop on Motivational and Affective Aspects in Technology Enhanced Learning (MATEL): Topics, Results, and Research Route

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Presentation together with my colleague Andreas Schmidt (http://de.slideshare.net/aps) at the ECTEL 2013 conference in Paphos, Cyprus, summarizing the results of the first three editions of the MATEL workshop series (http://matel.professional-learning.eu).

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5th Workshop on Motivational and Affective Aspects in Technology Enhanced Learning (MATEL): Topics, Results, and Research Route

  1. 1. Motivational & Affective Aspects in Technology Enhanced Learning: Topics, Results and Research Route Teresa Holocher-Ertl, Christine Kunzmann, Lars Müller, Verónica Rivera Pelayo, Andreas Schmidt ECTEL2013,Sep2013–http://matel.professional-learning.eu
  2. 2. 2 2 Motivation is key for knowledge work “Knowledge workers are those people who have taken responsibility for their work lives. They continually strive to understand the world around them and modify their work practices and behaviors to better meet their personal and organizational objectives. No one tells them what to do. They do not take No for an answer. They are self motivated.” David Gurteen
  3. 3. 3 And emotions, too. Although often not acknowledged
  4. 4. 4 4 Research has been fragmented. Knowledge Management CSCW HCI Psychology HR Development Sensor engineering Economics Each with different ideas of man, research methodologies, …
  5. 5. 5 5 V MATEL 2010 MATEL 2011 MATEL 2012
  6. 6. 6 6 Motivation – the story so far
  7. 7. 7 7 Motivation has many facets  motivate individuals to share knowledge?  motivate to use tools (like we designed them)?  motivate to learn?  motivate to adapt to new developments?
  8. 8. 8 8 Motivation to learn  What moves or hinders learners to learn  relationship of motivation and goals • "implicit" (interest, challenge-based) • "explicit" motivation (goal-oriented, which can be "assessed"),  These can conflict • explicit goals can stifle implicit interest. • The challenge lies in balancing these two aspects.  Setting goals, monitoring progress, and self-reflection promote motivation (Holocher-Ertl et al. 2011)
  9. 9. 9 9 Motivation to share  Influence of collaboration (Holocher-Ertl et al 2010)  Social dilemma & reasons for free-riding (Cress 2010)  Role of self- presentation (Schwaemmle et al. 2010)  Ethnographic field studies in the context of MATURE Kunzmann & Schmidt 2009
  10. 10. 10 10 Motivation to use a specific tool  Is not specific to TEL, but embedded in a broader research stream on user acceptance and satisfaction  Many concepts and approaches, ranging from usability, joy of use to user experience  Popular approach: gamification • Using game mechanisms, e.g., leaderboards, scores (Parra et al. 2012)
  11. 11. 11 11
  12. 12. 12 12
  13. 13. 13 Emotions
  14. 14. 14 14 Affective Aspects  Emerging topic  First prototypes and studies Common understanding of the role of emotional aspects  Broad base of theory from psychology  Complicated and difficult to apply in a design process  Circumplex Model of Affect by Russell & Krathwohl’s model
  15. 15. 15 15 Affective Aspects in TEL: Purposes & Goal  Specific approaches to apply technology in a learning context Adaptive systems Raising awareness, reflection Influence and regulate emotions
  16. 16. 16 16 Affective Aspects in TEL: Challenges  Lack of a common language  Multiple visualizations and representations  No universal preference to express and communicate emotions  Dependent on the current personal context
  17. 17. 17 17 Affective Aspects in TEL: Barriers and concerns  Not seek to replace human perception, but rather to augment it.  Problematic assumptions (Voigt et al., 2011) • Oversimplifying assumptions • Assumption of uniformity • Idealistic assumptions about cognitive and affective support in communities
  18. 18. 18 18 Conclusions: Affective & motivational aspects  Emotions • low level of abstraction, close to observation • Short-lived and quick to change • Effects on learning very complex differences between short-term and long-term effects • Emerging research area with incoherent streams  Motivation • Higher level of abstraction • More stable and more easily to be linked to learning processes • Research area higher level of maturity
  19. 19. 19 19 Conclusions: Relationship of affective and motivational aspects  The relationship between emotions and learning outcome (and work performance) is not an easy one – negative emotions can increase the learning and work performance.  The relationship between emotions and motivation is likewise not an easy one.  The role of emotions (and motivation) increases in informal learning contexts compared to formal context as in formal context “having to do sth.” overcomes temporary emotional and motivational aspects.
  20. 20. Acknowledgements:  Picture: poisson rouge sautant d'un aquarium © Simon Coste #543847 – fotolia.com  Others from http://sxc.hu • http://www.sxc.hu/photo/319939_6613 • http://www.sxc.hu/photo/143622_4281 • http://www.sxc.hu/photo/1156284_39977081 • http://www.sxc.hu/photo/1169790_27775290 • http://www.sxc.hu/photo/1275937_97948668 • http://www.sxc.hu/photo/462280_61402643 • http://www.sxc.hu/photo/61022_7814

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