85-707: Special Topics: Learning and Motivation
Motivation plays, presumably, a large role in academic learning. Researchers have put forward a number of theoretical frameworks to explain how affect and motivation influence students' learning, and conversely, how students¿ learning outcomes influence the motivation with which they approach subsequent learning tasks.This seminar-style course examines key affective and motivational variables and the major theoretical frameworks that relate them to learning. We will review how much of the variance in students¿ learning outcomes may be explained by motivational and affective variables. We will also explore how much is known about how a tutor, teacher, student, or learning environment can influence students¿ affect and motivation and thereby enhance the robustness of student learning. We will focus on technology-enhanced learning environments, but other types of learning environments will be examined as well. We will examine the literature on learning environments explicitly designed to improve motivation and affect, including intelligent tutoring systems (e.g., ¿enriched¿ with affective learning companions) and educational games.The course will involve extensive reading. As textbook we will use "Motivation in Education: Theory, Research, and Applications" (3rd Edition) by Dale H. Schunk, Paul R. Pintrich, and Judith Meece. In addition, students will read original research papers. Students will present papers to the class and complete a term project.The seminar is meant for graduate students and upper-level undergraduates in human-computer interaction, psychology, design, and related fields.
| A | TR | 10:30 am - 11:50 am | NSH 3002 | Aleven, Baker |