Abstract
The use of ontologies to represent CSCL scenarios have been investigated by several researchers in the literature. Despite of important contributions of such works, we have observed the lack of studies that consider the aspects related to students’ affect (e.g., personality trait) to represent such scenarios. Thus, this paper aims at extending the ontological structure of Affective Collaborative Learning (ACL) role to represent the relation between Stable/Unstable Extroverted personality traits and Full Participant role defined by the Distributed Cognition learning theory. Based on such ontological structure we create three CSCL scenarios to deal with lack of students’ reflection. In order to evaluate the impact of low and high impulsivity characteristics on such scenarios, we developed a case study with children aged between 09-10 to verify three alternative hypotheses. The results indicate that low impulsivity in homogeneous groups, where students performed the ACL role Extroverted Stable Full Participant, does not influence the group performance. Based on such ontological structure we hope to contribute with solutions to create more effective and personalized CSCL scenarios.
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