1. ECTEL 2012, Sep 19, 2012 – http://matel12.professional-learning.eu
MATEL 2012:
3rd Int. WS on
Motivational
and Affective Aspects
in Technology-
Enhanced Learning
Teresa Holocher-Ertl,
Christine Kunzmann, Lars Müller,
Verónica Rivera Pelayo, Andreas Schmidt,
Michael Wyrsch

2. 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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3. Research has been fragmented.
Knowledge Management CSCW
HR Development
Psychology
HCI
Economics
Sensor engineering
Each with different ideas of
man, research methodologies, … 3 3

4. V
MATEL 2010
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4

5. MATEL 2011
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6. 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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7. 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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8. Landscape
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9. 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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10. 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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11. 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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12. 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
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13. 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