• Affective/motivational modelling.
• Affective/motivational diagnosis.
• Relevant aspects of motivation and affect in learning.
• Strategies for motivational and affective reaction,
• Integrative models of cognition, motivation, and affect.
• Personal traits, motivation, and affect.
• Learning styles, learning domains and learning contexts.
• Learning goals, motivation, and affect.
• Influences of dialogues in affective computing.
• Use of agents as affective companions.
• Interface design for affective interactions.

The workshop will be focused on exploring the following questions: 

• Which emotions might be useful to model (e.g. basic affective reactions such as like/dislike; specific emotions such as frustration, happiness, anger; moods; attitudes)?
• How do individual traits influence the learner’s motivational and affective state?
• How are motivation and emotional intelligence related?
• How do cognitive aspects affect the learner’s emotional intelligence and vice versa?
• Is it important and feasible to standardise cognitive and emotive terms (cognition/meta-cognition, emotion/meta-emotion)?
• How do different learning contexts –e.g. individual, collaborative- affect the student’s emotions (and vice versa)?
• Does emotional intelligence mature with age?
• How are emotions affected according to the learning domain?
• What are the most appropriate ways to assess motivation and affect?