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We invite
papers, which present finished work, work in progress or
theoretical positions in the following areas:
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Affective/motivational modelling.
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Affective/motivational diagnosis.
- Aspects of
motivation and affect relevant to learning.
- Strategies for
motivationally and emotionally appropriate tutorial
feedback.
- Integrative
models of cognition, motivation, and affect.
- Diagnosis of
individual traits, motivation, and affect.
- Learning styles,
learning domains and learning contexts.
- Learning goals,
motivation, and affect.
- Use of virtual
agents as affective companions.
- Interface design
for interactions involving affect.
The workshop will be focused on
exploring the following questions:
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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)?
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How do individual traits influence learners’ motivational
and affective states?
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How are motivation and emotional intelligences related?
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How do cognitive factors affect learners’ emotional
intelligence and vice versa?
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Is it important and feasible to standardise cognitive and
emotive terms (cognition/meta-cognition,
emotion/meta-emotion)?
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How do different learning contexts (e.g. individual,
collaborative, situation specific) affect students’ emotions
(and vice versa)?
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Does emotional intelligence mature with age?
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How do different learning domains impact on learners’
emotions?
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What are appropriate ways to diagnose
motivation and affect in Intelligent Tutoring Systems?
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