MATEL 2013

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Date: September 17/18, 2013
Place: Paphos, Cyprus (co-located ECTEL 2013)
Submission of Papers: July 8, 2013 July 22, 2013
Review Notification: July 31, 2013 August 8, 2013
Final Manuscript Due: August 18, 2013

Submission via easychair: (as Springer LNCS)

  • position statements (2-4 pages)
  • scientific results (4-10 pages)
  • Demos and discussion topics: 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).

Summary

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Matel13-poster.jpg

4th International Workshop on Motivational & Affective Aspects in Technology Enhanced Learning

Motivational and affective aspects are frequently neglected in Technology En-hanced Learning although they are one of the most important factors when it comes to acceptance and success of TEL solutions. This becomes even more important as we move towards more open, independent, and informal learning settings. However, our understanding of these aspects and the implication this understanding would have on concrete solutions for learning is very fragmented: Pedagogical models emphasize the importance of holistic perspectives on learning, but still (implicitly) consider these aspects as peripheral. Psychology has investigated this topic area in depth from a theoretical and experimental point of view, but often there is a gap between generic theories of motivation and emotions, and concrete im-plications for didactical settings, tool design, and organizational guidance. 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 these 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. 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.

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, human resources, CSCW and computer science.

The MATEL workshop has a successful history with its first edition at EC-TEL 2010 and second and third editions at EC-TEL 2011 and 2012, and continued to provide an engaged forum for the subject area, which helped to form a community around the topic under http://matel.professional-learning.eu.

Agenda

Tuesday, September 17

  • 15.00 Introduction of participants and expectations for the workshop
  • 15.30 Coffee break
  • 16.00 Keynote: Motivational & Affective Aspects in TEL - Where we are
  • 16.30 Collection of discussion topics for day 2
  • 17.00 Baptiste Montserrat, Elise Lavoué, Sébastien George: Towards Personalised Gamification for Learning Environments
  • 17.30 Discussion
  • 18.00 End of day 1

Wedneday, September 18

Concept

Based on the discussion results at EC-TEL 2011 and 2012, we want to develop the format further towards more extensive opportunities for analysing and discussing concrete examples, including both prototypes and systems in use. This includes the opportunity for participants to suggest their own discussion topic.

Within a one day workshop, we plan to complement one session on position statements and short scientific contributions on, e.g., empirical results, with a second session on tool demonstrations where participants analyse 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.

All this leads to a rough (and flexible) workshop schedule:

  • Keynote presentation
  • Position statements with discussion slot
  • Short scientific contributions with discussion slot
  • Tool demonstration and discussion
  • Bring Your Own Hot Topic (focused discussion based on problem statement and/or short demo)
  • Open discussion slot based on participants’ priorities
  • Concluding discussion slot synthesizing the results

Topics

Topics encompass the following:

  • Models for understanding motivational and affective aspects/emotions from disciplines like psychology, human resources management and economics, so-ciology, 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
    • Engineering socio-technical systems
    • Experiences with concrete research instruments
    • Indicators for evaluation
  • Approaches, services, or tools to address motivational and affective aspects
    • Feedback mechanisms
    • Organizational incentives
    • Detecting affective states via sensors
    • Exploiting curiosity
    • Life logging and Quantified Self inspired approaches
    • Learning about emotions (e.g., coping strategies) through reflection
    • Gamification and playful design
  • 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 en-hanced learning support as enablers (success and failures), e.g.,
    • Knowledge management and workplace learning
    • CSCW and Web 2.0
    • Enterprise 2.0
    • Serious Games

Topics for Tool Demos and Discussions

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, e-learning
  • Personal Learning Environments
  • Tools for informal learning and knowledge management in organizations
  • Innovative enterprise social media approaches
  • Serious games

Organization committee

The organization committee consists of individuals from various disciplines (psychology, CSCW, sociology, human resources management, and computer science) to ensure and promote the interdisciplinary perspective on the topic.

  • Teresa Holocher-Ertl (ZSI Center for Social Innovation, Vienna, Austria)
  • Christine Kunzmann (Pontydysgu, UK)
  • Lars Müller (FZI Research Center for Information Technology, Germany)
  • Verónica Rivera-Pelayo (FZI Research Center for Information Technology, Germany)
  • Andreas Schmidt (Karlsruhe University of Applied Sciences, Germany)

Programme committee

  • Jenny Bimrose, University of Warwick, UK
  • Alan Brown, University of Warwick, UK
  • Steffen Lohmann, University of Stuttgart, Germany
  • Johannes Moskaliuk, University of Tübingen, Germany
  • Alexander Richter, Uni BW Munich, Germany
  • René Peinl, Hof University of Applied Sciences, Germany
  • Cüneyt Sandal, Karlsruhe Institute of Technology
  • Kristin Knipfer, TU Munich, Germany
  • Michael Prilla, Ruhr University of Bochum, Germany
  • Katja Niemann, Fraunhofer FIT, Germany
  • Erik Duval, Katholieke Universiteit Leuven, Belgium
  • Jose Luis Santos Odriozola, Katholieke Universiteit Leuven, Belgium
  • Abelardo Pardo, University of Sydney, Australia
  • Barbara Kieslinger, ZSI Center for Social Innovation, Austria
  • Graham Attwell, Pontydysgu, UK
  • Carmen Wolf, Karlsruhe Institute of Technology, Germany
  • Sandra Burri Gram Hansen, Aaalborg University, Denmark
  • Christian Voigt, ZSI Center for Social Innovation, Austria