{"id":38,"date":"2024-04-04T05:25:07","date_gmt":"2024-04-04T02:25:07","guid":{"rendered":"https:\/\/sisu.ut.ee\/icalt2020\/track-13-motivational-and-affective-aspects-technology-enhanced-learning-ma-tel\/"},"modified":"2024-04-04T05:25:59","modified_gmt":"2024-04-04T02:25:59","slug":"track-13-motivational-and-affective-aspects-technology-enhanced-learning-ma-tel","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/icalt2020\/track-13-motivational-and-affective-aspects-technology-enhanced-learning-ma-tel\/","title":{"rendered":"Track 13. Motivational and Affective Aspects in Technology-enhanced Learning (MA-TEL)"},"content":{"rendered":"

\n\tTrack Program Chairs<\/strong>
\n<\/h2>\n
\n
\n\t\t\"\"\n

\n\t\t\tCharles Hodges<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tGeorgia Southern University, USA
\n\t\t<\/h5>\n
\n\t\t\t(CO-ORDINATOR)
\n\t\t<\/h5>\n<\/div>\n
\n\t\t\"\"\n

\n\t\t\tAlicia Leinaala Johnson<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tVirginia Polytechnic Institute and State University (Virginia Tech), USA
\n\t\t<\/h5>\n<\/div>\n
\n\t\t\"\"\n

\n\t\t\tBrenda Cecilia Padilla Rodriguez<\/strong>
\n\t\t<\/h4>\n
\n\t\t\tAutonomous University of Nuevo Leon, Mexico
\n\t\t<\/h5>\n<\/div>\n<\/div>\n

\n\tTrack description and topics of interest<\/strong>
\n<\/h2>\n

\n\tMotivational 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\u2019 and\/or learners\u2019 perceptions, attitudes, perspectives, beliefs, preferences, self-efficacy, motivation, engagement, attention, concentration, anxiety or emotions in technology-enhanced teaching and learning.\n<\/p>\n

\n\tIn 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.\n<\/p>\n

\n\t\u00a0\n<\/p>\n

\n\tTopics of interest include, but are not limited to:\n<\/p>\n

    \n
  • \n\t\tViews of motivational and affective theories in technology-enhanced learning\n\t<\/li>\n
  • \n\t\tImpacts of motivational and affective factors on learning with technology\n\t<\/li>\n
  • \n\t\tInteractions between cognition and affect in technology-enhance learning\n\t<\/li>\n
  • \n\t\tIndividual differences in affective measurements in technology-enhanced learning\n\t<\/li>\n
  • \n\t\tInstruments for assessing affective variables in technology-enhanced learning\n\t<\/li>\n
  • \n\t\tMethods for detecting or tracking motivational and affective states in learning process\n\t<\/li>\n
  • \n\t\tAffective computing in technology-enhanced learning environments\n\t<\/li>\n
  • \n\t\tModeling, enactment and intelligent use of affective computing\n\t<\/li>\n
  • \n\t\tMotivational and affective regulation in technology-enhanced learning environment\n\t<\/li>\n
  • \n\t\tDesign of scaffoldings based on motivational and affective evaluation\n\t<\/li>\n
  • \n\t\tDesign of affective learning companions or emotive agents\n\t<\/li>\n
  • \n\t\tTeachers\u2019 motivational and affective issues on the use of technology-enhanced learning\n\t<\/li>\n
  • \n\t\tDesigning and revising technology-enhanced learning environments based on learner affect\n\t<\/li>\n
  • \n\t\tDetecting or tracking student visual behaviors in technology-enhanced learning\n\t<\/li>\n
  • \n\t\tHuman computer interaction in technology-enhanced learning environment\n\t<\/li>\n
  • \n\t\tOther topics related to motivational and affective issues in learning with technology\n\t<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

    Track Program Chairs Charles Hodges Georgia Southern University, USA (CO-ORDINATOR) Alicia Leinaala Johnson Virginia Polytechnic Institute and State University (Virginia Tech), USA Brenda Cecilia Padilla Rodriguez Autonomous University of Nuevo Leon, Mexico Track description and topics of interest Motivational and …<\/p>\n","protected":false},"author":30,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-38","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/38","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/users\/30"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/comments?post=38"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/38\/revisions"}],"predecessor-version":[{"id":205,"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/pages\/38\/revisions\/205"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/icalt2020\/wp-json\/wp\/v2\/media?parent=38"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}