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Recent research evidence from psychology and neuroscience
suggests that motivation and affect exert important influence
on various behavioural and cognitive processes. Furthermore,
the evidence suggests that both cognition and motivation play
an important role in the process of learning. Until recently
the ability to recognise and react to students'
socio-affective needs constituted exclusively the realm of
human tutors' competence. However, in recent years there have
been various attempts in Intelligent Tutoring Systems to take
affective issues into account both at design time and at run
time. Although a number of important contributions concerned
specifically with defining the nature and the role of
learners' affect in the success of their cognitive progress
have been made to date, much research still needs to be
carried out to understand this area better; particularly we
need to deepen our knowledge of how affect and motivation
relate to cognition, meta-cognition, learning context, and
teaching strategies and tactics. This workshop is a follow-up
from the "Workshop on social and emotional intelligence in
learning environments" held during the 7th International
Conference on Intelligent Tutoring Systems, ITS 2004.
Objectives
This workshop is intended to bridge the gap between existing
research on motivation and meta-cognition with the
ever-increasing research on emotions and affect. By bringing
together researchers in motivation, affect, cognition and
meta-cognition, we provide a forum to discuss different
approaches. The aim is to enrich our knowledge of how to
design both effective and affective learning environments. It
will also be an opportunity to address the appropriateness of
defining bridges that could bring about new ways of
understanding the relationship between cognitive and affective
aspects of learning. We also intend for the workshop to
provide a strong foundation for future collaborative research.
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