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. 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 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 And emotions, too. Although often not acknowledged
- 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 V MATEL 2010 MATEL 2011 MATEL 2012
- 6. 6 6 Motivation – the story so far
- 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 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 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 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
- 12. 12 12
- 13. 13 Emotions
- 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 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 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 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 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 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. 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
Hinweis der Redaktion
- Emerging topic First prototypes and studies (e.g., [12], [13]), BUT a common understanding of the role of emotional aspects is challenging and not achieved yet. There is a broad base of theory from psychology, but these theories are quite complicated and hence difficult to apply in a design process. The Circumplex Model of Affect by Russell [14] and the model by Krathwohl [15] are two theories that are often considered in TEL. Both provide an understanding of emotions and offer a starting point to design a technological support. The affective domain of education is a relatively little understood phenomenon, especially when considering technology support, and several tools are introduced in learning contexts. A discussion is presented in [16] along two conceptualizations of the affective domain of learning.
- As part of the MATEL series, the main contributions were related to specific approaches to apply technology in a learning context, based in a certain psychological theory (or a part of it). These approaches presented three purposes for which emotions are taken into account in TEL: A first research direction investigates how emotions can be used for adaptive systems [13], which adapt themselves and react according to the emotions of the user. Raising awareness and making emotions available for reflection (as content of the reflection itself) [12], [17] is another trend of employing affective aspects in learning. Being aware of emotions and reflecting on them can be supported both at individual as well as collective level. Affective aspects in TEL are considered in approaches to influence and regulate emotions of users [18]. The goal of tackling affective aspects in TEL This goal is still undefined and it is unclear if the aim should be to feel and induce always positive emotions, similar to motivation, where the main goal is to achieve a high motivation. In the case of reflective learning, not only positive emotions are considered, but negative emotions play an important role as well.
- TEL solutions - challenges (i) the lack of a common language, (ii) the dependency on the users’ context and (iii) the specific barriers and problematic assumptions for the success of applications. A common language is lacking to connect the different involved disciplines, as designers, psychologists and sensor experts can use completely different terms. The communication between an application and the user suffers from a similar problem, because they depend on the visualization of the data, e.g. an icon that is selected to express mood can be used to communicate the current mood to others or store it for later reflection. Textual or graphical descriptions create different notions depending on the reader’s background. There is a wide variety of user interfaces that support the reporting of subjective impressions. In the field of HCI, interfaces and representations for emotions have been extensively researched, but we still lack guidance on which methods or visualizations are more suitable for which contexts and purposes, especially in learning. There is not a universal preference to express and communicate emotions from the user’s point of view and some users may prefer to use smileys, while others prefer a term from a taxonomy. This fact adds barriers and challenges to developing tools that may offer support to all of them. Finally, emotions are dependent on the current personal context e.g. the reaction of a person to a certain event can be different depending on the time of the day or the place where she is. This dependency originates that the meaning of the representations of emotions varies depending on the person’s context.
- Major concerns or barriers regarding affective aspects have been raised and discussed in the MATEL workshops. For instance, while humans are trained in detecting affective state of others, automated methods for detecting affective state will never be as good at it. This means that we should not seek to replace human perception, but rather to augment it. Problematic assumptions which may not be taking into account in research about emotional aspects of TEL are also discussed in (Voigt et al. 2011). Voigt et al. 2011 The authors also discussed problematic assumptions which may not be taking into account in research about emotional aspects of TEL: 1. Oversimplifying assumptions (e.g. nowadays learning styles) 2. Assumption of uniformity (e.g. different disciplines have no only different contents, but also different values and ideological perspectives) 3. Ideologically driven assumptions about the value of learning technologies (e.g. technological expectations and needs of learners) 4. Idealistic assumptions about cognitive and affective support in communities (e.g. dominant nodes and marginalization of differing and minority viewpoints).