Estado da Arte sobre Afetividade na Formação de Grupos em Ambientes Colaborativos de Aprendizagem.

One of the great challenges for Computer Supported Collaborative Learning (CSCL) research area is the creation of learning groups, ensuring the synergy among their members, so that the educational benefits are fully achieved. In order to promote this synergy, researchers on Affective Computing discuss the importance of considering the affective states (emotion, mood and personality trait) in the creation of learning groups. However, there are few papers that study, classify and analyze the results obtained by the scientific community showing the real impacts of affective states in learning group. This paper presents the development of a systematic mapping that investigates which and how affective states are considered in the learning group formation. In particular we intend to answer the research questions: (i) What are the affective states used in group formation in CSCL environment? (ii) Which techniques are used in group formation to (affective states) recognition, modeling and expression? (iii) Which pedagogical strategies are used to support the group formation with affective states in CSCL environment? (iv) What are the empirical results obtained using affective states in group formation? To conduct this research nine digital databases were consulted. From 1081 analyzed papers, only 21 of them were selected with relevant information to help answer the research questions defined. As a major results, we highlight that: (i)76,19% of the studies considered the personality trait in CSCL environment group formation; (ii) most papers used affective state recognition in CSCL environment by questionnaires fill out by students; (iii)it was confirmed the lack of studies which use pedagogical theories or strategies; and (iv) although 8 studies have been empirically evaluated, it was observed that the obtained results by scientific community about affect in group formation in CSCL environments are still incipient, with several gaps and further research opportunities. [ABSTRACT FROM AUTHOR]