MATEL 2010
Category Workshop
Motivational and affective aspects are frequently neglected in technology-enhanced learning although they are one of the most important factors when it comes to acceptance and success of such solutions. However, our understanding of these aspects and the implication this understanding would have on concrete solutions is very fragmented: Pedagogical models emphasize the importance of holistic perspectives on learning, but still (implicitly) consider these aspects as peripheral. On the technology side, it is often unclear where and how to consider those aspects in the tool design as it requires a much wider perspective. Here, the affective computing strand has concentrated on tackling emotions. CSCW research (particularly as part of the Web 2.0 hype) had a closer look at the influences on collaboration. The (serious) games approach to learning is mainly a response to the motivational success of gaming, but struggles with how to combine this effect with a didactical approach. In workplace settings, particularly in knowledge management, this has been recognized as key success factor to ensure that introduced instruments and tools are getting used. However, many approaches have concentrated only on incentives, both in terms of monetary rewards and other extrinsically motivation schemes which are designed as top-down instruments – with mixed success. Psychology has investigated this topic area in depth from a theoretical and experimental point of view, but there is a gap between generic theories of motivation and concrete implications for didactical settings, tool design, and organizational guidance. In this workshop, we want to bring together the different perspectives on the topic in order to foster the formation of a community between psychology, sociology, pedagogy, and CSCW and computer science.
Sept.17
- @wollepb