Abstract—In computer-supported collaborative learning,
automatic coding procedure strategies are necessary for
teaching because of the large amount of dialogue acts that must
be evaluated. In addition, the characterization of a student’s
social identification for collaborative and learning behaviors
might affect a student’s learning outcomes in a variety of ways.
An effective learning analysis of the interactive processes cannot
dissociate cognitive from social factors. We present a qualitative
study of social behavior for insults (flaming) in an anonymous,
text-based, collaborative learning dialogue protocol. The
application of a nuanced framework of miscommunication for
‘flaming’ conveys new outcomes for social behavior, as the effect
of insults, in collaborative learning processes. This study
reinforces the importance of conflict as a variable to understand
what, when, and how agents can intervene in collaborative
learning dialogues in order to monitor and mediate when
necessary, thus keeping the conversation progressing in a
Index Terms—Computer-supported collaborative learning, flaming, insults, interpersonal conflict.
David N. Prata, Patrick Letouze, and Evandro Costa are with Federal University of Tocantins, CO 77.001-009, Brazil (e-mail: firstname.lastname@example.org, Patrick.email@example.com, firstname.lastname@example.org).
Stefano Cerri is with Université Montpellier, CO 34000, France (e-mail: email@example.com).
Cite: David N. Prata, Patrick Letouze, Stefano Cerri, and Evandro Costa, "A Qualitative Study of Insults in Collaborative Learning," International Journal of Information and Education Technology vol. 6, no. 4, pp. 251-255, 2016.