Step Towards a Model to Bridge the Gap between Personality Traits and Collaborative Learning Roles

Rachel C. D. Reis, Carla L. Rodriguez, Geiser C. Challco, Kamila T. Lyra, Leonardo B. Marques, Patricia A. Jaques, Ig I. Bittencourt, Seiji Isotani

pp. 124 - 144, download



This paper presents a model of relationship between personality traits and students’ roles, based on learning theories, to improve the formation of high performance groups. It has two main contributions: first, a process to model collaborative learning roles based on personality traits; second, an ontological structure to support group formation. Regarding the proposed process, we defined four steps for an effective group formation: (i) determine personality traits characteristics; (ii) identify which personality traits characteristics may affect negatively students’ behavior in educational collaborative settings; (iii) define new collaborative learning roles given the personality traits; and (iv) establish learning strategies to ensure students’ educational benefits. Additionally, we represented those new roles in a collaborative ontological structure. Finally, we performed a case study, which showed evidences that unsociable characteristic may negatively influence students’ behavior, and therefore, it should be considered to design CSCL scenarios and personalized systems to form high performance groups.  

keywords: CSCL, Personality trait, Learning theory, Group formation, Collaborative ontology.


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