Track 13. Motivational and Affective Aspects in Technology-Enhanced Learning (MA-TEL)

Track Program Chairs


Track description and topics of interest

Motivational and affective aspects of learning with technologies continue to be important areas of research for teaching and learning. Research in this area may involve teachers’ and/or learners’ perceptions, attitudes, perspectives, beliefs, preferences, self-efficacy, motivation, engagement, attention, concentration, anxiety or emotions in technology-enhanced teaching and learning.

In particular, the volume of research on the role of emotion in learning and performance has increased in recent years. However, the reciprocal functions of motivational and affective aspects in learning still need further examination, especially in technology-enhanced learning environments. For example, understanding both learner motivation and learner emotion can inform how to design or revise an online course. In addition, detecting or tracking student learning states, especially the motivational and affective states, in technology-enhanced learning environments can contribute to the design of adaptive learning experiences. Thus, MA-TEL track invites proposals focusing on integrative views of motivational and affective aspects of learning with technologies.

Topics of interest include, but are not limited to:

  • Views of motivational and affective theories in technology-enhanced learning
  • Impacts of motivational and affective factors on learning with technology
  • Interactions between cognition and affect in technology-enhance learning
  • Individual differences in affective measurements in technology-enhanced learning
  • Instruments for assessing affective variables in technology-enhanced learning
  • Methods for detecting or tracking motivational and affective states in learning process
  • Affective computing in technology-enhanced learning environments
  • Modeling, enactment and intelligent use of affective computing
  • Motivational and affective regulation in technology-enhanced learning environment
  • Design of scaffoldings based on motivational and affective evaluation
  • Design of affective learning companions or emotive agents
  • Teachers’ motivational and affective issues on the use of technology-enhanced learning
  • Designing and revising technology-enhanced learning environments based on learner affect
  • Detecting or tracking student visual behaviors in technology-enhanced learning
  • Human computer interaction in technology-enhanced learning environment
  • Other topics related to motivational and affective issues in learning with technology

Track Program Committee

Charles HODGES, Georgia Southern University, USA
Alicia Leinaala JOHNSON, Virginia Polytechnic Institute and State University, USA
Brenda Cecilia PADILLA RODRIGUEZ, Universidad Autónoma de Nuevo León, Mexico
Mete AKCAOGLU, Georgia Southern University, USA
Giner ALOR HERNANDEZ, Instituto Tecnológico de Orizaba, Mexico
Christian Jonathan ANGEL RUEDA, Universidad Autonoma de Queretaro, Mexico
Natalia AUER, Malmö University, Sweden
Perla BUENO-REYNA, Universidad Autónoma de Nuevo León, Mexico
Viviana Carolina CÁCERES VILLABA, Tecnológico de Monterrey, Mexico
Chris FAULKNER, UT Southwestern Medical Center, USA
Hale ILGAZ, Ankara University, Turkey
Lucas JENSEN, Georgia Southern University, USA
Regina KAPLAN-RAKOWSKI, University of North Texas, USA
Lin LIN, University of North Texas, USA
Christie LIU, James Madison University, USA
Pupung PURNAWARMAN, Universitas Pendidikan Indonesia, Indonesia
Harry SANTOSO, Universitas Indonesia, Indonesia
Eric STAUFFER, James Madison University, USA
Kei TOMITA, Kennesaw State University, USA
Hakan TUZUN, Hacettepe University, Turkey
Denizer YILDIRIM, Ankara University, Turkey