Track 10. Motivational and Affective Aspects in Technology-enhanced Learning (MA-TEL@ICALT2017)

Track Program Chairs


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

Track Program Committee

Brenda Quintanilla,  Houston ISD, USA

Carlos A. Reyes-García,  INAOE, Mexico

Chris Faulkner,  UT Southwestern, USA

Demetria Ennis-Cole,  University of North Texas, USA

Elena Novak,  Kent State University, USA

Giner Alor-Hernández,  Orizaba Institute of Technology, Mexico

Gloria Natividad,  University of Mexico, Mexico

Hong-Ren Chen,  National TaiChung University of Education, Taiwan

Jeng-Yiiang Li,  Ming Shin University of Science and Technology, Taiwan

Jenny Wakefield,  University of North Texas, USA

Junhong Christie Liu,  James Madison University, USA

María Lucía Barrón-Estrada,  Culiacán Institute of Technology, Mexico

Matt Crosslin,  University of Texas in Arlington, USA

Matthew Schneps,   MIT, USA

Mehmet Göktürk,  Gebze Technical University, TURKEY

Hakan Tüzün,   Hacettepe University, TURKEY

Vanessa Dennen,   Florida State University, USA

Min-Chai Hsieh,  Tainan University of Technology, Taiwan

Min-Yuh Day,  Tamkang University, Taiwan

Wang Zheng Hong,  National University of Kaohsiung, Taiwan

Xun Ge,  University of Oklahoma, USA

Yasmín Hernández-Pérez,  INEEL, Mexico

Important Dates about ICALT 2017 can be found here.

The ICALT 2017 Author Guidelines can be found here.

The ICALT 2017 CfP can be found here.