MATEL 2016

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  • Submission deadline June 30, 2016 July 15, 2016
  • Workshop date September 13, 2016 (full day) - co-located with ECTEL 2016, Lyon, France


  • Ingo Dahn, University of Koblenz-Landau
  • Christine Kunzmann, Pontydysgu
  • Johanna Pirker, Graz University of Technology
  • Andreas P. Schmidt, Karlsruhe University of Applied Sciences
  • Carmen Wolf, Karlsruhe Institute of Technology


Although motivational and affective aspects are one of the most important factors when it comes to acceptance and success of Technology Enhanced Solutions they are frequently neglected in TEL. 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 implications 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 social media) 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, motivation 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 extrinsic 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 ECTEL 2010 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 130 interested individuals and a website under Recently, we have initiated a pattern development initiative around the subject area as a continuation of the workshop activities at ECTEL 2014.


This year's MATEL edition with more than 20 participants focused on the further developing the ideas of patterns. In order to provide participants with an overview of the state of the art, Andreas Schmidt gave an introduction into the insights from previous workshops, particularly on the challenges in dealing with motivational and affective issues in a systematic way. The idea of patterns was introduced together with a general structure of such patterns. The role of theories and research experiments was also discussed, and it was agreed that theories play a role as a lens to identify the forces and consequences, which is why as part of the EmployID project an integrated analysis section was introduced that contained both forces and consequences as an interpretation of problem and solution in the light of the theoretical background. The introduction concluded with an evolutionary view of patterns as part of a research process with an application of the knowledge maturing model to the pattern development process that had already been presented at the EUROPLoP conference.
To ground and stimulate the discussion, we have used a pattern collection on collaborative inquiry by Nagai et al. (2016), and we asked paricipants to relate their experiences to the patterns. While the background and research interests were different from the context of the patterns, it has been found that both problems and solutions are similar for other contexts such as individual learning, including intelligent tutoring systems, and even classroom teaching or MOOCs. This points towards a generalizability of the patterns beyond the context they have been mined from.

In the second part of the workshop, participants have exchanged their findings about themes that we identified in the morning session. A larger part of the discussion covered the spectrum of intrinsic and extrinsic motivation and the interindividual differences, particularly in the context of formal education. Does it depend on the subject, such as the usual argument that for many students learning maths cannot be fully achieved through measures focussed on intrinsic motivation? Does it depend the formal context around, such as hierarchically and strictly organized companies, or the strict bachelor and master programmes that make students focus on credits and minimizing their efforts? Or does it depend on the individual identity and presumed compatibility of the topics to learn with the image of oneself so that motivation might come from helping students developing their (future professional) identity? This would mean that we need to widen the scope of interventions to address motivational aspects in both workplace learning and formal education.

A further discussion focus was on the difficulty of measuring and evaluating motivational aspects and interventions. As motivation is in general only to be observed indirectly, it requires a triangulation of multiple methods and is very sensitive to bias introduced, particularly in environments where assessment plays a role. For MOOCs, methods include online surveys, usage data combined with interviews with selected interviewees (e.g., sampled with the help of personas) to interpret behavior and responses in a better way with respect to motivation.

Finally it was concluded that the idea of patterns in a domain like technology-enhanced learning needs a community that still requires to be built. But other domains have shown that it can be an excellent complement to theory-driven or theory-focused research, enhancing also relevance to practice.



  • 09:00 - 09:30 Intro to MATEL and Pattern with discussion (Andreas)
  • 9:30 - 11:00 Generator Patterns as an example for motivational patterns in technology-enhanced learning
    • Generator role: What is it?
    • Group work: Analyze and explain the pattern, give examples from your own understanding

a new perspective

  • 11:00 - 11:30 Coffee break
  • 11:30 - 13:00
    • Presentation of results from group work
    • What does this mean for TEL?
    • Collect scenarios
  • 13:00 - 14:15 Lunch break
  • 14:15 - 16:00 Working on scenarios in groups (towards a paper)
  • 16:00 - 16:30 Coffee break
  • 16:30 - 17:15 Conclusions and next steps


Topics for Position Statements and Scientific Contributions

Topics encompass the following:

  • Experience reports and lessons learnt from introduction/usage of tools related to learning or knowledge development/engineering (success and failures), e.g.,
    • Knowledge management and workplace learning
    • semantic technologies
    • CSCL
    • CSCW and Web 2.0, Enterprise 2.0
    • Serious games
    • MOOCs in educational and workplace learning contexts
  • E-Coaching and other areas of technology-enhanced consultation
  • Pattern-based capturing of design knowledge of soft factors, particularly related to motivation and affective factors, but also in adjacent areas
  • Design methodologies for incorporating motivational and affective factors, e.g.
    • 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, e.g.
    • 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 and resource activation, gamification and playful design
  • Organizational aspects, such as
    • role of context (social, cultural) on motivation to learn or share knowledge,
    • role of affective aspects for daily work routines
  • Models for understanding motivational and affective aspects/emotions from disciplines like pedagogy, 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)

Topics for Tool Demos and Discussions

We invite developers and researchers of tools and systems in the area of Technology Enhanced Learning to present them under the perspective of motivational and affective aspects, such as:

  • Tools for supporting individual or team reflection and coaching,
  • 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


  • Position papers (2-4 pages)
  • Tool demos and discussions (4 pages)
  • Short research papers (4 pages)
  • Long research papers (8 pages)


via easyChair:

Please use the Springer LCNS template: