motivational & affective aspects in technology enhanced learning: topics, results, and research...
DESCRIPTION
Presentation 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)TRANSCRIPT
Motivational & Affective Aspects in
Technology Enhanced Learning:
Topics, Results and Research Route
Teresa Holocher-Ertl, Christine Kunzmann, Lars
Müller, Verónica Rivera Pelayo, Andreas
Schmidt
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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
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And emotions, too.
Although often not acknowledged
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Research has been fragmented.
Knowledge Management
CSCW
HCIPsycholog
y
HR Development
Sensor engineering
Economics
Each with different ideas of man, research methodologies, …
55
V
MATEL 2010 MATEL 2011
MATEL 2012
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Motivation – the story so far
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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?
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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)
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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
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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)
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Motivational design
patterns
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Emotions
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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
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Affective Aspects in TEL: Purposes & Goal
Specific approaches to apply technology in a learning context
Adaptive systems
Raising awareness, reflection
Influence and regulate emotions
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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
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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
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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
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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.
http://matel.professional-learning.eu
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