A Strategy Based on Genetic Algorithms for Forming Optimal Collaborative Learning Groups: An Empirical Study

Oscar Revelo Sánchez,Miguel A Redondo,César A Collazos

doi:10.3390/electronics10040463

Oscar Revelo Sánchez, Miguel A Redondo + Show 1 more

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https://doi.org/10.3390/electronics10040463

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Abstract

Considering that group formation is key when developing activities in collaborative learning scenarios, this paper aims to propose a strategy based on a genetic algorithm approach for achieving optimal collaborative learning groups, considering the students’ personality traits as grouping criteria. A controlled experiment was designed with 238 students, quantifying their personality traits through the “big five inventory” (BFI), forming working groups and developing a collaborative activity in programming and related courses. The experiment results allowed validation, not only from a computational point of view evaluating the algorithm performance but also from a pedagogical point of view, confronting the results obtained by students applying the proposed approach with those obtained through other group formation strategies. The highlight of the study is that those groups whose formation was pre-established by the teachers through the proposed strategy have generally had a better collaborative performance than the groups with traditional formation, except in the case of heterogeneous formation, at the time of developing a collaborative activity. In addition, through the experiment, it was found that not considering criteria related to personality traits before the group formation generally led to lower results.

Highlights

Many studies have investigated the benefits of group formation in collaborative learning scenarios, to date, few studies have analyzed the achievements of published research on the subject [1]
To comprehensively evaluate the collaborative performance achieved by the students participating in this study, the instrument described in Section 2.2 was applied to 10 experimental groups and 4 control groups, which was implemented as a “survey” type activity for MoodleTM
The work presented in this paper aims to be a relevant contribution in the context of collaborative learning since the research focuses on a key element: the formation of learning groups

Summary

Introduction

Many studies have investigated the benefits of group formation in collaborative learning scenarios, to date, few studies have analyzed the achievements of published research on the subject [1]. Despite the important contributions of the work on group formation, it is observed that few studies in the literature combine personality traits with other important factors in the grouping of students [4]. Even rarer is research that is based on pedagogical approaches, based on theories and learning strategies, and that considers student personality traits to support the formation of learning groups [1]. There is great potential for research on this subject In this context, the development of this work is motivated by the lack of scientific studies that combine personality traits with collaborative learning theories to support the group formation process in these scenarios

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