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In group teaching, heterogeneous group formations can enhance student learning performance but may also increase stress levels. To address this challenge and find a balance between diversity and pressure, this paper introduces an innovative grouping approach. Data from questionnaires and prerequisite course scores were used to develop specific indices for quantifying attribute diversity and pressure levels among students. The NSGA-II genetic algorithm was applied to optimize two objectives: maximizing attribute diversity within groups while minimizing student pressure. An elitist strategy was incorporated into the genetic algorithm to improve group formation quality by preserving optimal solutions across generations. A comparative analysis of self-selected groups and the proposed grouping method reveals significant advantages in group experiment reports and overall experiment scores. Notably, by considering student pressure, the method reduces the number of students experiencing stress after grouping by 25.1% compared to the pre-grouping situation.

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Balancing Heterogeneity and Pressure in Collaborative Learning Groups

  • 会议论文

  • 发表日期：

    2025年

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  • Yue Wu,
  • Weijie Mo

摘要

In group teaching, heterogeneous group formations can enhance student learning performance but may also increase stress levels. To address this challenge and find a balance between diversity and pressure, this paper introduces an innovative grouping approach. Data from questionnaires and prerequisite course scores were used to develop specific indices for quantifying attribute diversity and pressure levels among students. The NSGA-II genetic algorithm was applied to optimize two objectives: maximizing attribute diversity within groups while minimizing student pressure. An elitist strategy was incorporated into the genetic algorithm to improve group formation quality by preserving optimal solutions across generations. A comparative analysis of self-selected groups and the proposed grouping method reveals significant advantages in group experiment reports and overall experiment scores. Notably, by considering student pressure, the method reduces the number of students experiencing stress after grouping by 25.1% compared to the pre-grouping situation.