Work in progress: Affective Models for Collaborative Learning

When undergraduate students are immersed in a course project, a collaborative didactic strategy, like project oriented learning (POL), may allow students to develop skills additional to those obtained during the learning process. In POL, students choose their own workload and the team is responsible for behaving in such a way that the team goals are accomplished. This means that they must be efficient when assigning tasks among themselves. However, students have different maturity levels, so this [efficient] conduct does not occur per se. The dynamics of team interaction and other conflicts inherent in human behavior can place a term´s project success at risk. Thus, emotions have been identified as important players in allowing for responsible, mature behavior to be portrayed. We have defined a probabilistic model that characterizes personality traits and offers evidence of affective states on a team that makes use of socially-guided interactions such as project management activities