MATEL 2012: 3rd Int. WS on Motivational

and Affective Aspects in Technology-

Enhanced LearningTeresa Holocher-Ertl,

Christine Kunzmann, Lars Müller,

Verónica Rivera Pelayo, Andreas Schmidt, Michael Wyrsch

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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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Research has been fragmented.

Knowledge Management

CSCW

HCIPsycholog

y

HR Development

Sensor engineering

Economics

Each with different ideas of man, research methodologies, …

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V

MATEL 2010

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MATEL 2011

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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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Goals

Understanding motivation• Gathering empirical evidence• Developing models

Design for motivation• Design guidelines, design frameworks• Challenging because of the widening gap between

intended use and actual use of systems (and thus the role of appropriation)

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Landscape

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Relationship of affective and motivational aspects

The relationship between emotions and learning outcome (and work performance similarly) 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.

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Motivation to learn & goals

Concept map of • "motivation", "affective aspects", "goals", and

"reflection“

relationship of motivation and goals • "implicit" (interest, challenge-based) • "explicit" motivation (goal-oriented, which can be

"assessed"), • both of which can be intrinsic or extrinsic.

These can conflict• explicit goals can stifle implicit interest. • The challenge lies in balancing these two aspects.

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Research Challenges from MATEL 2011

Context matters! Do not aim at general "motivational" or "affective aspects", but explore them in a concrete context.

Goals and interest! Which helps in which context?

It is also groups! Explore the role of scale for motivational aspects (individual, groups of varying size)

Individuals are different! Systematically identify user roles/user types and their characteristics with respect to motivational and affective aspects.

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Agenda

9:00 Introduction: Motivational Aspects in TEL 9:30 Christine Kunzmann, Andreas Schmidt: The MATURE

Motivational Model Revisited 10:00 Coffee break 10:30 Michael Prilla and Martin Degeling. Designing reflection tools

that people want to use: Motivational aspects of supporting collaborative reflection at work

10:55 Teresa Holocher-Ertl and Claudia Magdalena Fabian. The influence of collaboration and self-regulated learning services on the motivation to learn at the workplace

11:20 Gonzalo Parra, Joris Klerkx and Erik Duval. TiNYARM: This is Not Yet Another Reference Manager

11:40 Discussion 12:30 Lunch 13:30 MATEL: Past, Present, and Future 14:30 Creating a workshop outcome poster

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