Track Program Chairs

Track 13. MA-TEL-TPC Chair Coordinator-Charles B. Hodges

Charles Hodges [coodinator]

Georgia Southern University, USA
Alicia Johnson

Alicia Johnson

Virginia Polytechnic Institute and State University (Virginia Tech), USA
Track 13. MA-TEL-TPC Co-Chair-Lin Lin

Lin Lin

University of North Texas, USA
Track 13. MA-TEL-TPC Co-Chair-Brenda Cecilia Padilla Rodriguez

Brenda Cecilia Padilla Rodríguez

Autonomous University of Nuevo Leon, Mexico

Track Description and Topics of Interest

Motivational 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’ and/or learners’ perceptions, attitudes, perspectives, beliefs, preferences, self-efficacy, motivation, engagement, attention, concentration, anxiety or emotions in technology-enhanced teaching and 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 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, ICALT2019 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
  • Designing and revising technology-enhanced learning environments based on learner affect
  • 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

Carlos Alberto Reyes Garcia, National Institute of Astrophysics, Optics and Electronics, Mexico
Giner Alor Hernandez, Instituto Tecnologico de Orizaba, Mexico
Ali Battal, Middle East Technical University, Turkey
Pradipta De, Georgia Southern University, USA
Huichen Durley, Oklahoma City Public Schools, USA
Chris Faulkner, University of North Texas, USA
Abdülmenaf Gül, Hakkari University, Turkey
Hale Ilgaz, Ankara University, Turkey
Christie Liu, James Madison University, USA
Harry Santoso, University of Indonesia, Indonesia
Hakan Tüzün, Hacettepe University, Turkey