Track 10. Motivational and Affective Aspects in Technology-enhanced Learning (MA-TEL@ICALT2016)

Track Chairs

Eva Dobozy, Curtin University, Australia
C Ramon Zatarain Cabada, Culiacan Institute of Technology, Mexico
Min-Hsien Lee, National Sun Yat-sen University, Taiwan
Lin Hao-Chiang Koong Lin, National University of Tainan, Taiwan
Lin Meng-Jung Tsai, National Taiwan University of Science and Technology, Taiwan [Coordinator - mjtsai99@gmail.com]

Track Program Committee

  • Carlos Alberto Reyes Garcìa, National Institute of Astrophysics, Optics and Electronics, Mexico
  • Chih-Yuan Sun, National Chiao Tung University, Taiwan
  • Eva Dobozy, Curtin University, Australia
  • Giner Alor Hernàndez, Orizaba Institute of Technology, Mexico
  • Hao-Chiang Koong Lin, National University of Tainan, Taiwan
  • Hong-Ren Chen, National Taichung University of Education, Taiwan
  • Hsiu-Ping Yueh, National Taiwan University, Taiwan
  • Jeng-Yiiang Li, Minghsin University of Science and Technology, Taiwan
  • Jium-Yu Wu, National Chiao Tung University, Taiwan
  • Jyh-Chong Liang, National Taiwan University of Science and Technology, Taiwan
  • Kun-Hung Cheng, National Chiao Tung University, Taiwan
  • Lucia Mason, University of Padova, Italy
  • María Lucía Barrón Estrada, Culiacan Institute of Technology, Mexico
  • Marìa Yasmìn Hernàndez Pèrez, Electric Research Institute, Mexico
  • Meng-Jung Tsai, National Taiwan University of Science and Technology, Taiwan
  • Min-Chai Hsieh, Tainan University of Technology, Taiwan
  • Min-Hsien Lee, National Sun Yat-sen University, Taiwan
  • Pei-Shan Tsai, National Sun Yet-Sen University, Taiwan
  • Ramón Zatarain Cabada, Culiacan Institute of Technology, Mexico
  • Timothy Teo, Univeristy of Macau, Macau, China
  • Ting-Ting Wu, National Yunlin University of Science and Technology, Taiwan
  • Tiong Goh, School of Information Management, New Zealand
  • Ying-Hsueh Cheng, National Pingtung University of Science and Technology, Taiwan
  • Yuan-Hsiuan Lee, National Taichung University of Education, Taiwan
  • Yueh-Min Huang, National Cheng-Kung University, Taiwan

Track Description and Topics of Interest

Motivational and affective aspects of learning with technologies have received much attention in recent years. Research in this area may involve learners’ perception, attitude, perspective, belief, preference, self-efficacy, motivation, engagement, attention, concentration, anxiety or emotion in technology-enhanced 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 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 adapted learning. Thus, ICALT2015 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
  • 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

 


Important dates about ICALT 2017 submissions can be found here.

The ICALT 2017 Author Guidelines can be found here.

The Track 10 CfP can be downloaded from here:

  • .txt version
  • .doc version
  •